LIBRARY 

OF   THK 

University  of  California. 


■^ 


SAN  FRANCISCO  STATE  NORMAL  SCHOOL 

BULLETIN  No.  9  (New  Series) 


A  COUR5L  OF  5TUDY  IN  LAN- 
GUAGL  FOR  LLLMLNTARY 
SCHOOLS  AND  HANDBOOK 
TO  ACCOMPANY  THL  CALI- 
FORNIA 5TATL  5LRIL5  TLXT 


By  LFFIL  BELLE.  McFADDLN 

Supervisor  of  the  Teaching  of  Language  and  Grammar  in  the 
San  Francisco  State  Normal  School. 


5ACRAMLNTO 

W.  W.  SHANNON Superintendent  of  State  Printing 

1909 


Copyright,  1904,  by  Effie  Belle  McFadden. 
Copyright,  1907,  by  Effie  Belle  McFadden. 
Copyright,  1909,  by  Effie  Belle  McFadden. 


CONTENTS. 


Pages. 
TREFACE. 

FIRST  GRADE  WORK ; .5-22 

SECOND  GRADE  WORK 24-43 

THIRD  GRADE  WORK 44-74 

FOURTH  GRADE  WORK 75-103 

FIFTH  GRADE  WORK 100-119 

SIXTH  GRADE  WORK 119-133 

SEVENTH  GRADE   WORK 1.3.3-143 

EIGHTH  GRADE  WORK 143-154 

APPENDIX    J5.5 

HANDBOOK  TO  STATE  SERIES  TEXT,  BOOK  ONE 157-169 

HANDBOOK  TO  STATE  SERIES  TEXT,  BOOK  TWO 170-172 

INDEX. 


2040G4 


PREFACE. 


It  has  finally  come  to  pass  that  tlie  principles  upon  which  existing  courses 
of  study  are  founded  and  methods  of  teaching  based  are  being  openly 
questioned.  As  teachers  become  less  and  less  an  isolated  class  and  mingle 
more  with  intelligent  citizens  who  are  actually  carrying  on  the  work  of 
the  world,  they  are  beginning  to  awaken  to  the  fact  that  many  of  the  notions 
which  they  have  held  as  self-evident  truths  are  such,  nowhere  except 
within  the  walls  of  the  schoolroom.  The  purpose  of  this  preface  is  to  show 
some  common  sense  principles  which  may  be  employed  in  effective  language 
teaching.  The  author  has  also  attempted  to  make  plain  that  the  tenets 
underlying  the  majority  of  the  language  text-books  are  merely  pedantries 
which  would  long  ago  have  been  discarded  by  any  class  of  people  except 
those  who  relied  upon  their  ancestors  to  do  their  thinking  for  them. 

Language  teaching  has  long  consisted  in  the  learning  of  a  series  of 
definitions  and  rules.  WJiile  these  may  he  good  as  pedantic  ornaments,  yet 
neither  case  enahles  a  pupil  to  choose  the  correct  language  forms. 

I.     Children  only  learn  correct  written  forms  by  the  habit  of  writing 
them — there  is  no  equivalent  for  habit. 

Aristotle  years  ago  pointed  out  that  the  learning  of  the  definition  of 
wealth  never  made  a  man  wealthy.  Pedagogues,  who  as  a  class  have  spent 
their  lives  learning  definitions,  should  long  ago  have  discovered  this  simple 
truth  by  inspection  of  their  own  bank  accounts. 

If  a  man  secured  a  book,  learned  all  the  rules  for  guiding  and  controlling 
an  automobile,  and  had  all  the  terms  explained  so  that  he  understood  them 
thoroughl}^,  then  presented  himself  as  a  chauffeur,  would  the  owner  of  the 
machine  hear  him  recite  his  rules  and  definitions,  and,  upon  finding  him 
letter  perfect,  send  him  out  to  give  his  wife  and  children  a  ride  ?  Yet  this 
same  method  is  the  common  one  now  used  in  teaching  language.  "A 
sentence  is  a  group  of  words  expressing  a  complete  thought, ' '  the  book  tells 
the  child,  ' '  Begin  it  with  a  capital  letter  and  close  it  with  a  period, ' '  and  the 
child  having  learned  the  definition  and  rule  is  expected  ever  afterwards  to 
obey  its  dictates.  Lie  is  a  transitive  verb.  Its  parts  are  lie,  lay,  lain. 
Remember  this, ' '  says  the  book,  ' '  and  you  will  make  no  mistakes, ' '  and  yet 
high  school  graduates,  knowing  and  writing  the  above  statements,  give  as 
an  illustration :  Mother  laid  down  to  rest  yesterday. 

One  can  go  out  any  day  and  watch  a  carpenter  mark  out  and  fit  two 
boards  together  at  an  obtuse  angle,  but  the  carpenter  knows  no  definition 
for  an  obtuse  angle.  He  has  learned  to  do  the  thing  and  that  is  what 
counts.    A  little  girl  watches  her  mother  as  she  sits  sewing.    Soon  the  child, 

(i) 


too,  wishes  to  sew,  but  her  mother  does  not  give  her  a  definition  for  sewing, 
nor  teach  her  an}'  rules  therefor.  Instead,  she  gives  her  a  needle  aud  thread 
and  the  little  girl  learns  to  sew  by  sewing. 

The  definition  habit  is  a  relic  of  the  times  when  examinations  were  given 
to  ascertain  how  much  the  children  had  committed  to  memory'.  Give  the 
definition  for  this,  that,  and  the  other  was  a  short,  easy  form  in  which  to 
send  out  the  questions.  Not  being  familiar  with  the  facts  in  the  case,  the 
examiners  took  it  for  granted  that,  if  a  child  knew  the  definition,  he  could 
do  the  thing,  and  so  would  be  able  to  write  correct!}^  what  he  was  called 
upon  to  do. 

And  it  makes  no  difference  how  well  the  definitions  and  rules  are  under- 
stood, or  how  thorough  has  been  the  drill  upon  them,  they  will  never  make 
correct  writers  or  speakers.  The  memorizing  of  the  words  of  a  definition 
is  inexpressibly  easy  as  compared  with  the  acquirement  of  the  application. 
Yet  the  schools  have  ever  stopped  short  with  definition  and  rule  learning 
upon  the  silly  assumption  that  their  task  has  been  completed,  whereas  it 
has  never  even  been  begun.  Therefore,  since  the  only  thing  of  value  is 
the  doing  of  the  thing  itself,  let  us  commence  with  teaching  the  doing,  and 
the  matter  of  definitions,  if  necessary  in  the  pedagogic  conscience,  may 
follow  afterwards  where  there  is  time  for  frivolous  adornment. 

A  few  illustrations  from  the  teaching  of  language  may  serve  to  make  the 
point  clearer.  The  contracted  forms  of  various  words  like  /  am  and  do  noi 
are  to  be  taught.  The  children  are  not  asked  to  learn  the  rule  that  the 
apostrophe  must  be  used  to  denote  a  letter  or  letters  omitted,  but  instead 
are  given  the  actual  contraction  to  learn,  just  as  they  would  any  spelling 
lesson.  This  being  accomplished,  sentences  containing  these  contractions 
are  written,  followed  by  dictation  paragraphs  and  compositions. 

Yet  again,  we  teachers  have  the  notion  that  if  a  pupil  continually  sees 
the  apostrophe  and  s  added  to  show  possession,  and  if  he  says  often  enough 
that  it  must  be  added,  he  will  somehow  or  other  do  it.  Experience  proves 
the  contrary.  In  certain  forms,  of  which  the  possessive  sign  is  a  good 
example,  mistakes  are  not  made  except  in  writing,  hence  any  exercise  or 
device  that  requires  anj'thing  but  written  work  is  time  thrown  away. 

Within  these  pages  will  be  found  many  sentences,  paragraphs  and  other 
devices  for  ivritten  work  on  written  forms.  The  application  to  composition, 
which  is  the  essential  feature,  will  be  found  in  a  separate  Bulletin. 

"While  the  attempt  to  teach  language  through  definitions  and  rules  is 
the  most  profitless  practice  of  pedagogy,  yet  it  is  not  the  only  one.  With 
an  impatience  for  the  child  to  know  a  multitude  of  things  at  once,  so  many 
new  forms  are  introduced  at  a  time  that  the  whole  thing  becomes  a  mean- 
ingless series  of  words.     This  is  essentially  wrong. 

II.     Only  one  new  form  should  be  presented  at  a  time. 

This  necessitates  very  carefully  graded  sentences  and  paragraplis,  instead 
of  extracts  from  the  masterpieces  or  lessons  based  on  nature  study,  geog- 
raphy, etc. 

Most  books,  within  the  knowledge  of  the  writer,  for  grades  beyond  the 
Second,   contain  at  once  directions  for  writing,  which  if  fulfilled   would 

(ii) 


bring  iu  forms  that  belong  only  in  tlie  grannnar  grades,  and  indeed  many 
are  used  sparingly  in  the  high  school  age. 

Our  present  State  text  iu  its  first  few  lessons  for  a  Third  Grade  uses 
sentences  that  require  a  class  to  be  familiar  with  the  capital  letter  for  the 
beginning  of  the  first  word  of  a  line  of  poetry;  the  contraction  for  amid, 
never,  there  is;  a  comma  to  separate  a  clause  out  of  its  natural  order  from 
the  rest  of  the  sentence :  connnas  to  set  of¥  a  nonrastrictive  clause,  etc.  This 
is  clearly  impossible. 

This  course  of  study  offers  a  graded  series  of  exercises,  each  containing, 
besides  one  new  form  introduced,  a  review  of  the  previous  forms.  Para- 
graphs for  dictation  occur  with  headings  denoting  exactly  what  forms  are 
reviewed,  as:  This  paragraph  contains  capital  letters  for  the  names  of  the 
days  of  the  week,  months  of  the  year,  and  holidays ;  a  date ;  three  contracted 
forms ;  and  nouns  showing  ownership. 

III.     Children  learn  coppeet  language  fopms  by  eoppeeting  the  eppops 
of  themselves  op  otheps. 

The  author  is  quite  familiar  with  the  pedantic  saw  now  frequently  put 
forth  as  an  emblem  of  modern  psychological  erudition  which  says :  ' '  Never 
permit  a  child  to  see  or  hear  an  incorrect  form.  The  children  are  drilled 
every  day  in  the  schoolroom  to  say,  /  saw  it,  It  is  I,  or  /  have  no.  If  an 
error  in  speech  is  made,  no  attention  is  directed  toward  it  for  fear  some 
child  who  hadn't  noticed  might  probably  become  guilty  of  the  same  error. 
After  the  erring  child  has  forgotten  his  wicked  words,  the  teacher  calls  him 
to  one  side,  and  without  any  reference  to  the  error  puts  him  through  various 
drills  on  It  is  I.  The  child  knows  not  why,  but  it  takes  it  all  as  part  of  the 
day's  work. 

If  he  misspells  a  word  at  the  board  it  is  quickly  erased.  An  omitted 
period  is  as  quickly  added.  The  teacher  burns  midnight  oil  and  wastes  the 
city's  ink  blotting  out  the  errors  on  his  spelling  paper.  She  never  returns 
a  composition  nor  marks  a  language  paper,  for  fear  that  he  might  be 
impressed  with  his  own  errors. 

If  the  above  maxim  were  really  true,  how  is  it  that  children  have  ever 
learned  to  speak  at  all?  The  baby's  first  attempt  at  words  is  wholly  unin- 
telligible to  any  one,  even  to  the  mother.  He  very  often  can  not  say  at  all 
his  s  's  or  k  's.  Yet  he  is  not  discouraged  from  talking  on  this  account.  How 
does  he  learn  that  there  are  certain  places  where  he  must  not  go,  certain 
things  he  must  not  touch,  that  lying  and  stealing  are  not  conducive  to 
social  saf  et}^  and  well-being,  unless  he  is  told  that  they  are  wrong  ? 

Teachers  are  perhaps  the  most  critical  people  with  regard  to  correct 
English  and  there  isn't  a  class  that  sees  and  hears  as  many  errors  per  day 
as  they.  They  are  having  it  continually  forced  upon  their  attention  that 
this  is  wrong  and  that  is  right,  and  some  how  they  become  peculiarly  sensi- 
tive to  errors. 

Isn't  it  possible  that  this  same  method  will  work  with  younger  people? 

The  child  in  the  schoolroom  says  I  saw  it,  I  have  done  it,  etc.,  because 
he  has  learned  them  there  and  associates  them  with  schoolroom  work.     The 

(iii) 


same  child  in  the  yard  says  I  seen  it,  I  have  did  it,  for  he  has  learned  them 
in  the  school  yard  and  thinks  them  proper  expressions  for  the  yard.  How 
should  he  know  that  they  are  wrong  since  the  knowledge  that  they  are  incor- 
rect has  been  carefully  withheld  from  him  1 

A  small  boy  who  was  considered  the  model  language  student  of  the  class 
was  one  day  seen  by  his  teacher  at  play  on  the  street.  His  language  there 
was  a  marvel  of  errors  and  slang.  The  teacher  could  stand  it  no  longer. 
"Why  do  you  say  ain't  got  and  have  saw  here,  when  you  never  do  in  the 
schoolroom?"  "Why  isn't  it  right?"  asked  the  child.  "All  the  fellows 
say  it  here. ' '  Like  the  baseball  enthusiast,  he  has  one  language  for  the  game 
and  quite  another  for  the  parlor. 

The  errors  commonly  made  are  not  so  many,  but  the  children  may  learn 
at  least  that  they  are  errors.  When  this  has  been  accomplished  he  is  at 
least  started  on  the  road  toward  eradication. 

It,  of  course,  does  not  follow  that  we  should,  as  the  old  Goold  Brown 
grammar  did,  insert  a  complete  inventory  of  incorrect  language  forms, — 
possible,  probable,  and  current.  If  the  errors  are  not  current,  then  there 
may  be  justification  for  the  maxim.  But  for  that  class  of  errors  which  are 
in  such  common  use  that  every  one  hears  them  constantly  there  need  be  no 
fear  in  catching  them  and  branding  them,  severally  and  separately,  as 
wrong. 

The  first  lesson  in  this  book,  and,  in  fact,  the  first  lesson  for  each  grade 
to  use  for  daily  work  is  an  exercise  in  which  the  children  correct  errors 
that  have  crept  into  their  speech  before  entering  school.  The  teacher 
gives  the  incorrect  form  and  says  that  it  is  incorrect,  then  gives  the  correct 
form.  It  is  felt  that  this  dailj^  practice  in  correcting  common  errors  will 
so  impress  the  children  that  they  will  at  least  recognize  that  certain  forms 
are  wrong,  and  experience  has  demonstrated  that  the  constant  association 
of  the  correct  form  with  the  knowledge  of  the  incorrect  one  eventually 
leads  the  child  to  flee  from  the  evil  and  accept  the  good.  Directions  will 
be  found  also  for  making  the  first  part  of  the  daily  written  lesson  a  correc- 
tion of  the  errors  of  the  preceding  day. 

When  drills  fitted  to  forming  correct  habits  have  been  substituted  for 
the  oldtime  definition  and  rule,  when  forms  suited  to  the  needs  of  the 
child  have  been  introduced  one  at  a  time,  when  his  daily  errors  have  been 
corrected  as  they  occur,  the  goal  is  not  yet  reached.  It  is  not  sufficient  to 
learn  a  thing  well  once. 

IV.     A  system  of  reviews  must  oeeup  systematically  in  order  to  ffx 
what  has  already  been  learned. 

It  very  often  happens  when  children  have  a  different  teacher  upon  enter- 
ing a  higher  grade  that  some  fact  learned  in  the  lower  grade  comes  up  and 
the  children  fail  on  it. 

The  teacher  of  the  lower  grade  is  amazed  and  says,  "Well,  I  taught  it  to 
them  and  they  knew  it,"  and  the  accusing  teacher  fears  for  the  soul  of  such 
an  untruthful  person.  The  fact  is  true,  however,  that  the  lesson  was 
taught,  and  no  doubt  well  taught,  and  the  children  knew  it  once,  but  that 
does  not  mean  for  ahvays.     There  must  be  reviews  and  many  of  them.     The 

(iv) 


interval  between  the  reviews  must  be  short,  at  first,  pettinti'  longer  little  by 
little,  until  at  last  the  children  are  living  in  real  life  where  use  will  deter- 
mine how  much  shall  be  remembered. 

V.  The  teaching  of  the  various  language  forms  must  be  specific  to 

the  errors  we  undertake  to  correct.  The  notion  of  a  cure- 
all  is  equally  absurd  in  education  as  in  medicine. 
Throughout  this  course  of  study  the  drills  which  are  employed  are 
effective,  to  any  practical  degree,  only  to  those  errors  to  which  they  are 
applied.  General  "eye  training,"  general  "ear  training,"  and  all  the 
other  generalities  belong  to  the  kind  of  popular  pedantries  that  grew  out 
of  faculty  psychology.  It  is,  of  course,  true  that  the  eye  is  trained  by 
drawing,  but  the  product  is  specific  to  the  special  form  of  drawing  upon 
which  the  training  is  given.  No  one  except  a  pedant  could  suppose  that 
an  eye  trained  to  note  accuracies  or  inaccuracies  in  drawing  would  by  this 
training  be  materially  aided  in  noting  omitted  periods,  misspelled  words, 
forgotten  apostrophes,  or  misused  capitals.  That  the  ear  can  be  trained 
to  detect  the  least  discord  in  music  is  doubtless  true,  but  this  same  training 
can  not  be  used  to  prevent  the  use  of  "  I  havn  't  got  no  pencil. ' ' 

A  tea-taster  does  not  taste  coffee  in  order  to  become  an  expert  tea-taster ; 
no  sane  man  commits  street  car  signs  to  memory  to  help  him  remember 
the  names  and  faces  of  the  people  he  meets,  a  sheriff  does  not  take  lessons 
in  water  color  before  going  along  a  mountain  road  to  look  for  a  criminal; 
nor  does  a  piano  tuner  listen  to  the  sound  of  the  sad  sea  waves  to  learn 
his  business.  So,  also,  in  a  finer  sense,  we  must  not  expect  to  get  rid  of 
disagreeing  subjects  and  predicates  by  training  the  eye  and  ear  upon  com- 
parison of  adjectives  or  right  use  of  pronouns.  Each  error  mUvSt  receive  its 
specific  drill,  and  such  work  this  course  of  study  undertakes  to  carry  out. 

VI.  Each  type  of  composition  requires  specific  drill  in  this  type  and 

one  kind  of  exercise  will  not  suffice  for  all  kinds  of  composition. 

Many  teachers  have  had  the  experience  of  preparing  a  class  for  examina- 
tion, of  being  morally  certain  that  the  class  was  well  informed  on  the  subject 
in  question,  and  then  to  have  that  class  fail  utterlj^  when  the  test  came. 
A  reason  is  always  in  order,  and  it  usually  is  the  timeworn  one  of  nervous- 
ness, when  in  reality  it  is  quite  another.  The  teacher  prepared  her  class 
orally,  thinking  that  what  they  had  said  so  many  times  they  could  write. 
The  result  showed  her  error.  Or,  perhaps,  she  drilled  them  by  means  of 
written  questions  and  answers.  The  test  came  asking  for  discussion.  The 
children  knew  the  content  thoroughly,  but  they  had  never  been  trained  to 
organize  their  material  in  this  form,  and  hence  failure  was  the  outcome. 

A  newspaper  reporter  whose  training  has  enabled  him  to  write  up  the 
market  reports,  suddenly  determines  to  take  up  another  line  and  finds  him- 
self at  a  garden  party,  and  his  account  usually  goes  into  the  waste  paper 
basket.  In  the  same  way  the  story  writer  who  attempts  to  do  the  telegraphic 
reports  has  his  articles  so  cut.  if  they  are  accepted  at  all,  that  the  author 
himself  would  not  recognize  them. 

(v) 


Should  we  expect  more  of  children?  If  the  composition  teaching  is  to 
be  of  any  value,  training  must  be  given  in  every  line  that  will  be  necessary 
for  him  to  apply  in  school  or  that  will  be  used  by  a  person  in  the  ordinary 
walks  of  life. 

Many  attempts  have  also  been  made  to  give  children  correct  English 
through  the  teaching  of  word  analysis,  Latin,  interpretation,  and  so  on. 
Paragraphs  from  the  prose  classics  and  stanzas  from  the  poets  have  been 
used  for  dictation,  many  of  which  are  too  often  beyond  the  child's  compre- 
hension, and  all  of  which  contain  a  phraseology  far  more  involved  than 
any  that  Avill  ever  be  used  by  the  majority  of  children. 

No  such  means  have  here  been  employed.  The  author  believes  that  if 
the  child  is  to  learn  the  forms  of  the  English  language,  he  will  do  so  by 
writing  the  forms  of  the  English  language  specific  to  the  purpose  he 
Avishes  to  employ  them  for. 

There  is  a  feeling  also  that  all  forms  within  the  covers  of  the  largest 
book  should  be  taught  to  children  in  the  elementary  school.  Like  the 
contents  of  the  Bible,  all  language  forms  are  sacred.  To  teach  some  and 
not  others  would  be  heresy.  And  those  few  rules  that  are  omitted,  might 
not  some  one  of  the  forty  children  some  day  have  occasion  to  use  them  ? 

Therefore  children  are  drilled  with  just  as  much  care  to  begin  the  first  line 
of  poetry  with  a  capital,  to  choose  between  consonant  to  or  consonant  icitli. 
and  to  write  essays,  as  they  are  to  begin  a  sentence  with  a  capital,  to  choose 
between  tlieir  and  there,  or  to  write  a  letter  to  a  friend.  Some  forms  are 
used  over  and  over  again  in  the  schoolroom,  only  to  be  forgotten  later, 
because  they  are  never  used  outside.     How  fortunate  that  we  can  forget ! 

In  preparing  this  work,  ]Miss  Louise  Carlson  and  Miss  Nettie  B.  Duncan, 
assistant  supervisors  in  the  teaching  of  Language,  have  rendered  invalual^le 
assistance. 

Thanks  are  also  due  Miss  Ethel  Smith,  assistant  supervisor  of  Composi- 
tion, and  the  student  teachers  for  their  assistance  in  writing  the  stories  for 
dictation. 

EFFIE  B.  McFADDEN. 

State  Normal  School  at  San  Francisco. 
June,  1909. 


(vi) 


1 


METHOD  OF  TEACHING  LANGUAGE  AND  HAND- 
BOOK TO  STATE  SERIES  TEXTS. 


FIRST  GRADE. 


DAILY  DRILLS. 

"While  this  Bulletin  contains  nuich  material  worked  out  at  lenyth,  the 
author  feels  that  a  few  drills  given  every  day  will  help  more  toward  acquir- 
ing correct  forms  than  the  study  of  too  many  details.  The  exercises  should 
be  given  dailj'.  In  a  country  school  they  may  be  given  to  all  the  classes 
at  once.  The  teacher  gives  the  incorrect  form,  the  children  responding  in 
concert  with  the  correct  form.  After  they  have  become  fairly  proficient, 
vary  the  exercise  by  having  the  children  respond  individually.  Sides  may 
be  arranged  and  the  sentences  responded  to.  first  by  one  side  and  then  by 
the  other. 

The  second  exercise  consists  in  answering  the  questions  correctly.  As  soon 
as  the  children  have  learned  to  do  independent  work,  these  questions  may  be 
written  on  the  board  and  answered  in  writing.  The  responses  in  the  first 
exercise  mav  also  be  aiven  in  writing  if  the  teacher  has  the  time. 


Daily  Drills- 

Tcac}icr. 
I  seen  a  man. 
He  <'at  some  candy. 
I  come  to  school  yesterday. 
She  drunk  a  glass  of  water. 
I  done  my  lessons. 
I  ain't  got  no  chalk. 
It  is  me. 
It  was  them. 
It  was  him. 
It  was  her. 

There  is  two  books  on  the  desk. 
There  was  two  apples  on  the  table. 
I  have  saw  a  man. 
They  haven't  cam.e  yet. 
I  have  rode  to  school  every  day. 
They  have  went  away. 
I  have  drank  some  milk. 


-First  Grade. 

Pi(l)H. 
I  saw  a  man. 
He  ate  some  candy. 
I  came  to  school  yesterday. 
She  drank  a  glass  of  water. 
I  did  my  lessons. 
I  have  no  chalk. 
It  is  I. 
It  was  they. 
It  was  he. 
It  v/as  she. 

There  are  two  books  on  the  desk. 
There  were  two  apples  on  the  table. 
I  have  seen  a  man. 
They  haven't  come  yet. 
I  have  ridden  to  school  every  day. 
They  have  gone  away. 
I  have  drunk  some  milk. 


What  did  you  see  this  morning? 
What  did  you  eat  for  breakfast? 
Did  you  come  to  school  yesterday. 
What  did  you  drink  this  morning? 
Did  you  do  your  work? 
Who  is  knocking  at  the  door? 
Who  took  my  book? 
Who  was  talking? 
What  are  there  on  the  desk? 
Were  there  two  apples  on  the  table? 
What  have  you  seen  to-day? 
Have  they  gone  away? 


I  saw  a  horse  this  morning. 

I  ate  some  mush  for  breakfast. 

Yes,  I  came  to  school  yesterday. 

I  drank  some  milk  this  morning. 

Yes,  I  did  my  work. 

It  is  they. 

It  was  he. 

I. 

There  are  two  books  on  the  desk. 

There  were  two  apples  on  the  table. 

I  have  seen  a  horse  to-day. 

They  have  gone  away. 


(5) 


VERBS. 

Purpose  and  Method. — The  purpose  of  tlie  work  is  to  teach  the  child  to 
use,  as  an  unconscious  habit,  the  past  tense  of  various  verbs.  Those  selected 
are  the  ones  in  most  constant  use  every  day. 

The  idea  is  to  get  the  attenti(ui  of  the  child  fir.st  upon  the  form  of  the 
word  used  in  its  proper  setting-,  and  then,  by  repetition,  so  to  fix  that  form 
that  when  the  condition  again  arises  he  will,  without  stopping  to  think,  use 
the  proper  form. 

For  the  general  method  followed,  see  Introduction. 

DEVICES  FOR  TEACHING  "SAW." 

1.  Go  to  the  window^  and,  looking  out,  sslx,  loud  enough  for  all  to  hear, 
"I  see  a  man  with  an  umbrella.  I  see  a  bird  building  a  nest.  Come  here, 
John,  and  tell  me  what  you  see."  Then  go  back  to  the  desk  and  say,  "I 
saw  a  car  out  there.  I  saw  a  boy  out  there,"  emphasizing  saw.  "Tell  me 
what  you  saw,  John."  Send  as  many  as  you  have  time  for,  having  them 
return  to  their  seats  and  say,  "I  saw  a ." 

2.  Put  a  number  of  objects  on  the  table,  such  as  a  knife,  toy  sheep,  dog, 
doll,  cup,  apple,  etc.  Say  to  the  class,  "  I  see  a  pencil.  I  see  a  doll. "  Call 
on  the  children  to  look  and  tell  what  they  see.  Afterwards  cover  the 
objects,  saying,  "I  saw^  a  pencil.     I  saw  a  doll.     Tell  me  what  you  saw." 

3.  Hold  up  a  picture  before  the  class,  saying,  "I  see  a  girl  standing  by 
her  mother.  Look  now."  Then,  turning  it  around,  say,  "Now.  tell  me  what 
you  saw. ' ' 

4.  Begin  with  the  first  child  in  the  row,  saying,  "At  the  park  yesterday 
I  saw  many  children.  Tell  me  what  you  saw. ' '  Have  the  children  rise,  one 
after  the  other,  telling  what  they  saw.  To  the  next  row  say,  "At  the  Chutes 
I  saw  the  monkeys.    Tell  me  what  you  saw."    In  the  same  way  use: 

At  the  grocery        On  the  bay.  In  the  parlor.  On  the  sand-table. 

store.  In  the  school  yard.       In  the  garden.  On  the  shelf. 

On  the  street.  At  home.  In  the  aquarium.  At  church. 

5.  Tell  me  what  you  saw  the  children  doing  in  school ;  on  the  playground; 
on  the  way  to  school ;  at  the  park.  Tell  me  what  you  saw  the  fish  doing ;  the 
frogs,  etc. 

6.  Tell  the  following  story,  having  it  reproduced  and  added  to : 

There  was  once  a  little  bird.  He  came  out  of  a  tiny  blue  egg  in  a  nest  in  the  top  of 
a  tall  tree.  At  first  he  was  very,  very  small.  He  grew  and  grew.  Soon  he  was  old 
enough  to  fly.  He  said,  "Mama,  I  am  going  to  fly  away.  I  wish  to  see  all  the  beautiful 
things  about  me."'  So  away  he  flew.  He  was  gone  a  long  time.  At  last  he  came  back. 
His  mama  said,  "Tell  me,  my  child,  what  you  saw."  "I  saw  some  funny  animals 
plaj'ing  with  a  round  thing."  "Oh,  those  were  boys  playing  ball."  said  the  mother-bird. 
"I  saw  some  queer  wooden  nests."  "Those  were  people's  houses."  said  the  mother.  "I 
saw  some  pretty  flowers  growing  on  the  hill.  I  saw  some  frogs  in  swimming  in  a  big 
pond."  Then  his  mother  said,  "You  have  seen  so  much  to-day  you  may  fly  away  again 
to-morrow." 

The  Mama  Duck. 
One  day  John  went  out  to  shoot  ducks.    He  saw  one  on  a  rock.    He  raised 
his  gun  to  shoot  the  duck.    He  saw  her  pulling  out  her  feathers.    She  wanted 
to  make  her  nest  warm  for  the  little  ones.    John  did  not  shoot  her. 

(6) 


WENT. 

1.  Call  three  children  to  the  desk,  whisper  to  them  three  different  places 
to  go,  then  count  three  and  have  them  all  go  at  once.  This  gets  the  attention 
of  the  class  and  lends  interest.  "Who  can  tell  where  each  one  went?" 
Have  four  or  five  try  the  next  time,  and  so  on  as  long  as  the  interest  lai5ts. 

2.  Have  a  game  of  store.  The  children  go  to  the  store  one  by  one.  Each 
child  says,  "I  wish  to  buy  a  doll,"  etc.  After  he  has  gone  to  his  seat  he  may 
say,  ' ' I  went  to  the  store.  I  saw  a  kite " ;  or,  "I  went  to  the  store.  I  saw 
some  apples. ' ' 

3.  Tell  where  you  went  after  school ;  Sunda.y ;  Christmas ;  Saturday ;  etc. 

4.  Tell  where  mama  went  to  buy  meat ;  to  buy  bread ;  to  buy  sugar,  etc. 

5.  Give  the  nursery  rhyme,  "Old  INIother  Hubbard,"  or  if  the  children 
already  know  it,  have  it  recited. 

Devices  for  Review. 

[The  best  results  are  obtained  if.  before  introducing  a  new  word,  the  previous  words 
are  reviewed.     Devices  for  review  will  be  found  before  every  word.] 

1.  Have  a  child  go  to  the  window,  look  out,  and  after  he  has  returned  to 
his  desk,  say,  "I  went  to  the  Avindow.  I  saw  a  house."  In  the  same  wa.y 
the  children  may  go  to  the  stove,  to  the  door,  to  the  desk,  cabinet,  toy  box, 
etc.  To  vary  the  exercise  have  one  child  perform  the  act,  another  tell  what 
he  did  and  what  he  thinks  was  seen ;  as,  "John  went  to  the  window.  I  think 
he  saw  a  street-car. ' ' 

2.  Say  to  the  class,  "Yesterday  I  went  to  the  park.  I  saw  the  squirrels." 
Have  the  children  tell  one  place  where  they  went  and  one  thing  which  they 
saw. 

Pussy  and  the  Cream. 
One  day  pussy  went  into  the  dining-room  before  breakfast.  She  saw  a 
tall  jug  of  cream  on  the  table.  She  jumped  on  the  table,  but  she  could  not 
reach  the  cream  with  her  tongue.  Pussy  was  afraid  to  upset  the  jug.  She 
stuck  in  her  paw  and  then  licked  the  cream  from  it.  Pussy  did  this  till 
there  was  no  more  cream  in  the  jug. 

ATE. 

1.  ' '  For  breakfast  this  morning  I  ate  some  toast.  I  ate  some  meat.  Tell 
me  what  you  ate. ' ' 

Tell  me  what  you  ate  for  lunch.  Tell  me  what  the  cow  ate. 

Tell  me  what  you  ate  for  dinner.  Tell  me  what  the  frog  ate. 

Tell  me  what  your  dog  ate.  Tell  me  what  the  silkworms  ate. 

Tell  me  what  your  kitty  ate.  Tell  me  what  you  ate  at  the  picnic. 

Tell  me  what  the  horse  ate.  Tell  me  what  you  ate  at  the  birthday  party. 

Stories. 

2.  One  day  May  gave  a  party.  All  her  little  friends  came.  They  played 
games  until  six  o'clock.  Then  they  had  dinner.  They  ate  candy  and  nuts 
They  ate  nice  chocolate  cake.    May's  mama  brought  in  some  pink  ice  cream. 

(7) 


Each  one  ate  a  large  dish  of  this.    When  they  went  home,  they  told  their 
mothers  about  the  good  time  they  had  and  "vvhat  they  ate. 

3.  One  day  ^liss  Brown  took  her  class  to  the  park.  The  children  played 
for  some  time.  Then  they  ate  their  lunch.  They  ate  cake.  They  ate  candy. 
They  ate  oranges,  and  apples,  too.  Some  of  the  lunch  was  left.  Then  they 
went  up  to  the  lake.  The}'  saw  the  pretty  white  ducks.  ]\Iiss  Brown  said, 
"Let  us  give  the  ducks  something  to  eat."  The  children  tlu-ew  some  cake 
into  the  water.  Some  of  the  ducks  ate  the  cake.  Then  they  threw  some 
bread  into  the  water.  All  the  ducks  liked  the  bread.  They  ate  it  all.  Miss 
Brown  threw  some  grapes  into  the  M'ater.  The  ducks  ate  the  grap&s,  and 
then  swam  awaA'.    Then  the  children  Avent  home. 


Devices  for  Review. 
saw  ivent  ate 

1.  To  one  row  say,  "I  saw  some  birds  at  the  park.  Tell  me  what  you 
saw."  The  children  rise  in  turns,  each  telling  what  he  saw.  The  next  row 
may  answer  to :  "  Tell  me  where  you  went  Saturday ' ' ;  the  third  row  to : 
' '  Tell  me  what  you  ate  for  lunch, ' '  etc. 

2.  The  children  may  play  that  they  went  to  the  candy  store.  Tell  me 
where  you  went,  what  you  saw,  what  you  ate.  This  maj'  be  varied  by  going 
to  visit  a  little  friend,  by  going  to  grandma's,  etc. 

3.  Cut  from  the  advertising  pages  of  magazines,  pictures  of  things  to 
eat,  things  that  may  be  seen  in  grocery  stores,  at  the  park,  on  the  street. 
Paste  these  on  cards,  pass  them  around  to  the  children,  and  have  stories 
made ;  as,  I  went  to  a  grocery  store.    I  saw  many  cans  of  soup. 

Encourage  the  children  to  finish  the  story.  "We  ate  some  soup  for 
dinner. ' ' 

4.  If  the  children  recognize  these  words,  they  may  be  placed  on  the 

board.     The  teacher  may  begin  a  story.     The  children  add  sentences  as 

the  teacher  points  out  the  words : 

Once  there  was  a  little  boy  named  Ned.  He  liked  to  go  with  his  father.  One  day  he 
went  with  him  to  the  country.  Mama  put  a  nice  lunch  for  them  into  a  box.  His  father 
let  Ned  drive. 

When  they  got  there  what  do  you  think  Ned  saw?  Tell  me  what  you 
think  they  ate  for  lunch. 

5.  "One  day  I  went  down  town.  I  went  into  the  toy  store.  I  went  over 
to  the  table  where  they  kept  my  favorite  toj's. ' '  Tell  me  what  you  think  I 
saw  on  the  table.  Tell  me  where  I  went  next.  Tell  me  what  I  saw  there. 
Xow  tell  me  where  you  went  and  what  you  saw. 

"I  Avas  so  tired  that  I  went  to  get  something  to  eat."  Tell  me  what  you 
think  I  ate. 

Have  the  children  make  up  stories  of  their  own — stories  of  only  a  few- 
sentences,  or  as  many  as  they  can — using  ivent,  saw,  and  ate,  if  possible. 


(8) 


CAME. 

1.  Stand  by  the  window,  and  liave  a  child  come  to  yon.  As  he  stands 
by  yon,  tell  him  to  say,  so  the  other  children  can  hear,  "I  came  to  you  at 
the  window,"  accenting  came.  Have  anotlier  child  come  to  you  at  the 
stove,  and  say,  "I  came  to  you  at  the  stove."  Usually  two  or  three  times 
telling  them  will  suffice,  at  lea.st  for  the  brighter  ones,  and  the  others  will 
imitate  them.  After  standing  in  several  places  yourself,  give  your  place  to 
a  child,  and  have  him  say,  "I  came  to  Willie  at  the  door." 

2.  "I'm  glad  you  came  to  school  this  morning."  Tell  me  on  what  street 
you  came  and  with  A\li()m  you  came.  Tell  me  whether  you  came  early  or 
late.  Tell  me  what  games  you  played  before  you  came  to  school.  Tell  me 
how  you  helped  your  mother  before  you  came  to  school.  .  Tell  me  what  you 
did  after  you  came  to  school. 

3.  Play  that  you  came  from  different  places.  I  came  from  Oakland.  Mr. 
Jones  came  from  Berkeley.  John  came  from  the  country.  Tell  me  w^here 
you  came  from. 

4.  Review  all  the  verbs  studied  so  far  by  calling  for  sentences  from  each 
row.  One  row  may  answ^er  to,  "Tell  me  what  you  ate  for  breakfast"; 
another,  ' '  What  you  saw  in  the  toy  store ' ' ;  another,  ' '  How  you  came  to 
school  this  morning,"  "AVhere  you  went  last  night,"  etc. 

.5.  Tell  "Reynard  the  Fox,"  by  E.  Louise  Smythe;  adapted: 

The  liou  was  king  of  all  the  animals.  One  day  the  king  gave  a  party.  He  wanted 
all  the  animals  to  come  to  it.  The  wolf,  the  bear,  and  nearly  all  the  other  animals  came. 
Even  the  birds  came.     One  animal  did  not  come.     That  was  Reynard  the  Fox. 

The  wolf  came  up  to  the  king.  He  said,  "O  king,  you  wanted  us  all  to  come  to  your 
party.  We  are  all  here  but  one.  That  one  is  Reynard  the  Fox.  He  never  does  what 
you  tell  him  to  do.  He  has  been  very  mean  to  me.  He  came  to  my  house.  He  put  dirt 
into  my  babies'  eyes.    And  now  they  can  not  see.     Look  at  them." 

Then  little  Fido  came  up  to  the  king.  He  was  a  pretty  little  dog.  He  said.  "O  king, 
let  me  tell  you  what  Reynard  did  to  me.  We  are  all  afraid  of  him.  One  day  I  went  out 
for  a  walk.  I  came  to  a  mill.  I  saw  some  meat  there,  and  I  took  it.  It  was  all  I  had 
to  eat.  and  I  was  very  hungry.  But  Reynard  took  it  away  from  me.  It  was  not  his. 
It  was  mine,  and  it  was  all  I  had." 

Devices  for  Review. 

saw  went  ate  came 

1.  Call  a  child  to  you,  whisper  to  him  which  word  to  act  out,  and  how  to 
do  it ;  then  the  child  may  do  so,  while  the  others  tell,  in  good  sentences, 
what  was  done.  In  acting  out  came,  the  child  must  come  to  the  teacher 
and  he  himself  must  be  called  upon  to  tell  what  he  did;  as,  "I  came  to 
you."     Otherwise  it  would  be,  "Tom  went  to  you." 

2.  This  device  may  be  used  in  reviewing  any  verb.  It  is  especially 
useful  in  teaching  the  form  "I  didn't";  as,  I  didn't  go.  I  didn't  eat  the 
apple ;  or.  Yes,  I  went ;  Ye.s,  I  ate  the  apple. 

A  child  is  sent  from  the  room,  knowing  that  another  one  will  be  appointed 
to  go  somewhere  or  do  something.  When  the  child  returns  he  asks,  "Elsie. 
did  you  go  to  the  window?"  and  Elsie  replies.  "I  didn't  go  to  the  window," 
or,  "I  went  to  the  window,"  a.s  the  ease  may  be. 

(9) 


In  a  large  class  it  is  well  to  limit  the  child  to  four  or  five  guesses.  Then 
more  children  will  have  an  opportunity  to  ask  the  questions. 

Story. 
Gog  was  an  elephant.  He  was  very  smart.  He  could  open  any  door  and 
close  it  after  him.  His  master  Avas  very  proud  of  him.  One  daj^  a  friend 
gave  Gog's  master  some  fine  apples.  He  put  them  in  his  room  to  keep  them 
until  night.  But  Gog  opened  the  door,  went  in,  and  closed  it  quietly  after 
him.  He  ate  all  the  apples.  Then  he  went  out  again.  When  Gog's  master 
came  he  could  not  find  the  apples.  In  the  morning  he  saw  some  apple-cores 
in  Gog's  stable.     He  knew  who  ate  the  apples. 

BROUGHT. 

1.  Draw  on  the  board  the  picture  of  an  old  man  with  a  big  pack  on  his 

back.     Tell  them  this  story: 

Once  there  was  a  man  living  all  by  himself.  It  was  very  near  Christmas,  but  he  had 
no  children  to  give  any  presents  to.  Finally  he  thought  of  a  plan.  He  went  to  the  city 
and  bought  a  great  many  toys.  He  did  them  all  up  in  a  pack.  Now  he  is  on  his  way  to 
visit  all  the  children  in  the  village.  He  brought  a  nice  new  crutch  to  a  lame  boy.  He 
brought  a  knife  to  a  little  boy.     He  brought  a  doll  to  a  little  girl. 

You  may  tell  me  what  else  he  brought  in  the  pack  to  the  children. 

2.  Have  each  child  in  a  front  seat  bring  you  something  from  his  desk. 
The  other  children  tell  what  was  brought. 

3.  Use  the  same  cards  as  for  "ate."  Play  that  you  are  having  a  birth- 
day party.  Each  child  brings  you  something.  As  he  brings  it  he  says:  "I 
came  to  your  birthday  party.  I  brought  you  a  basket."  The  children 
enjoy  this  very  much,  and  politeness  may  be  tavight  incidentally.  If  the 
teacher  is  gracious  when  she  receives  the  presents,  a  child  will  imitate  her, 
if  he  is  allowed  to  have  a  party  instead  of  the  teacher. 

4.  Tell  me  what  the  bird  brought  to  build  her  nest.  (Mud,  strings, 
feathers,  cotton,  thistle-down,  etc.,  may  be  mentioned.)  Tell  me  what  you 
brought  to  school.  Tell  me  what  the  postman  brought ;  the  groceryman. 
Tell  me  what  the  fruitman  brought  you.  Tell  me  what  Santa  Glaus  brought 
.you  Christmas. 

5.  Story  for  reproduction  : 

Some  children  built  a  sand  fort.  John  brought  the  damp  sand  in  buckets,  while  Fred 
built  the  fort.  The  little  brother,  Tom.  brought  as  many  firecrackers  as  his  hands  would 
hold.  Soon  papa  came  and  brought  the  matches.  He  lighted  the  firecrackers,  and  the 
fort  was  blown  to  pieces.  Then  the  boys  brought  more  sand  and  made  another  one. 
They  thought  it  great  fun. 

Story. 

Alice  was  a  poor  little  girl.  She  lived  in  a  little  house  in  the  woods.  One 
day  her  mother  went  out.  She  left  Alice  alone.  Alice  fell  asleep.  She 
dreamed  that  she  saw  a  fairy.  The  fairy  said,  ''My  child,  what  do  you 
wish?" 

"I  wish  to  have  some  pretty  clothes  and  playthings,"  said  Alice. 

"You  may  have  them,"  saidr  the  fairy.    Then  she  went  away. 

(10) 


In  a  few  minutes  she  came  back.  She  brought  with  her  a  beautiful  dress. 
She  brought  a  big  doll,  she  brought  some  marbles,  she  brought  some  books, 
she  brought  a  ring,  and  she  brought  a  big  box  of  candy. 

"Oh,  how  happy  I  am,"  said  the  little  girl.  "Thank  you,  thank  you, 
kind  fairy. ' ' 

Review. 
Tell  the  story;  ask  the  questions  following  it,  having  them  answered  in 
good  sentences,  and  then  have  it  reproduced : 

This  morning  my  uncle  came  to  see  me.  He  came  in  a  nice  little  buggy,  driving  a 
black  pony.  "I  am  after  a  little  boy  who  would  like  a  ride,"  said  my  uncle.  Mama  said 
I  could  go,  and  I  was  so  happy.  We  drove  about  town,  then  we  went  out  to  the  park. 
On  the  way  I  saw  a  little  boy  who  sits  near  me  at  school.  Uncle  let  him  ride,  too.  He 
brought  his  dog  with  him.  The  dog  was  a  little  one  and  had  to  run  fast  to  keep  up. 
When  we  came  to  the  children's  playground,  we  went  in  to  lunch.  My  uncle  ate  sand- 
wiches and  drank  coffee,  but  we  boys  drank  milk.  After  lunch  we  went  to  the  lake. 
There  we  saw  boys  sailing  small  boats.  One  boat  came  near  us  and  then  upset.  We  saw 
ducks  swimming  in  the  lake,  too.  It  was  nearly  dark  when  we  got  home,  but  we  had 
had  a  very  pleasant  day. 

Questions:  Who  came  to  see  you?  He  came  in  what?  Tell  me  where 
you  went.  On  the  way  whom  did  you  see?  The  boy  brought  with  him, 
what?  Tell  me  what  you  ate  for  lunch.  Tell  me  where  you  went  after 
lunch.     What  did  you  see? 


CAUGHT— THREW. 

1.  Have  a  bean-bag.  Call  out  several  children,  having  them  stand  in  a 
row.  Throw  the  bean-bag  to  the  first  saying,  "I  threw  the  bean-bag  to 
Elsie.  She  caught  the  bean-bag.  Now,  Elsie,  throw  it  back."  "I  threw 
the  bean-bag  to  John.  He  caught  the  bean-bag."  "Now,  who  can  do  just 
as  I  did?"     Have  several  children  take  turns  in  throwing  the  bag  to  the 

children  in  the  row,  each  time  saying,  "I  threw  the  bean-bag  to . 

She  caught  the  bean-bag. ' '    As  each  child  in  the  row  throws  the  bag  back, 
she  says,  ' '  I  threw  the  bean-bag  to .     She  caught  it. ' ' 

2.  How  many  played  tag  at  recess?  Tell  me  whom  you  caught.  Tell 
me  who  caught  you. 

3.  Tell  me  what  the  spider  caught;  the  cat;  the  frog;  the  snake;  the 
bird.     Tell  me  what  we  caught  on  our  nature-study  trip. 

4.  Tell  me  what  you  threw  away  at  recess ;  at  home.  Who  threw  the  ball 
over  the  fence  ?     Tell  me  what  you  threw  into  the  basket,  etc. 

5.  Tell  this  story.  Ask  questions  to  bring  out  the  verbs,  and  then  have 
the  story  reproduced: 

May  and  Tom  went  to  the  lake  with  their  mother.  Tom  took  his  dog  Fido  with  him. 
and  May  took  her  doll.  They  found  an  old  boat  there.  Mama  sat  in  one  end  of  the  boat 
and  read  a  book.    May  sat  with  her  and  played  with  the  doll. 

Tom  wanted  to  have  some  fun.  He  threw  a  stick  into  the  water  and  Fido  ran  after  it. 
Then  Tom  threw  another  one  high  in  the  air.  Fido  ran  as  fast  as  he  could,  then  stopped 
still,  and  caught  the  stick  in  his  mouth.     "Good  dog,"  said  mama. 


2— BUL.  9  (11) 


DID. 

1.  Say  to  the  class,  * '  We  will  play  a  little  game.  I  will  leave  the  room, 
and  Helen  may  tell  some  one  to  take  a  pencil  from  the  desk.  When  I  come 
back,  I'll  try  to  find  out  who  did  it."  (To  make  it  more  interesting,  keep 
an  account  of  the  number  of  guesses,  writing  them  on  the  board.)  When 
you  come  back  ,  say.  "I  think  May  did  it. "  May  shook  her  head,  so  she  was 
told  to  say,  "No,  I  didn't  do  it."  "Then  Joe  did  it,"  and  so  on,  until  the 
child  is  found  who  did  it.  Have  him  say,  "Yes,  I  did  it."  After  a  few 
trials,  have  a  child  take  your  place  and  call  on  the  different  ones:  "Mary, 
did  you  do  it?" 

2.  Play  that  the  teacher  is  an  old  blind  lady.  The  children  do  various 
things,  such  as,  pass  to  the  board,  write  on  the  board,  etc.,  as  they  were  told, 
by  pointing  them  out.  A  child  stands  by,  telling  each  time,  "Mary  did  it," 
' '  Joe  did  it, ' '  etc.     The  children  take  turns  at  this. 

3.  Say  to  the  class : 

Once  two  little  boys  were  playing.  Joe  broke  a  cup.  When  their  mother  came  home, 
she  asked,  "Who  did  it?"     What  did  Joe  say?     What  did  his  brother  say? 

Three  little  girls  were  sewing.  One  of  them  was  very  careful,  and  did  her  work 
nicely.     The  mother  asked,  "Who  did  this  so  well?"     What  would  each  little  girl  say? 

The  teacher  left  the  room.  Tom  threw  a  piece  of  chalk.  The  teacher  came  back,  and 
asked,  "Who  did  it?"     What  would  the  boys  say?     What  would  Tom  say? 

The  teacher  asked  the  children  to  bring  some  spiders  to  school.  The  next  day  she 
found  a  jar  of  spiders  on  her  desk.     "Who  brought  it?"     What  did  the  boys  say? 

Mama  found  a  nice  bouquet  of  flowers  on  her  table.  She  asked  the  children  who 
brought  it.     Who  do  you  think  did? 

A  little  boy  fell  down  in  the  yard  this  morning.  Another  boy  picked  him  up.  Who 
do  you  think  did  it? 

4.  Have  several  pictures  or  other  things  that  were  brought  to  you  by  the 

children.       Say  to  the  class : 

Some  one  brought  me  this  picture.     Who  do  you  think  did  it? 
Some  one  wrote  this  paper.    Who  do  you  think  did  it? 
Some  one  drew  this  picture.     Who  do  you  think  did  it? 

5.  Say  to  the  first  row,  "Answer  my  questions,  using  did.  Who  wrote 
well  this  morning?" 

Say  to  the  second  line.  "Who  brought  lunch  to-day?"  "Who  played 
marbles  this  morning  ? "    "  Who  played  buttons  ? ' '  etc. 

6.  See  device  2  under  Deface  for  Review,  page  10. 

The  Little  Red  Hen. 

A  little  red  hen  found  a  grain  of  wheat.  "Who  will  plant  this  grain  of 
wheat?"  said  the  hen.  "I  won't,"  said  the  cat.  "I  won't,"  said  the  rat. 
"I  won't,"  said  the  pig.  "I  won't."  said  the  dog.  "Then.  I  will."  said 
the  little  red  hen.    So  she  did  it. 

Soon  the  wheat  grew  up.  "Who  will  cut  this  wheat?"  said  the  little  red 
hen.  "I  won't,"  said  the  cat.  "I  won't,"  said  the  rat.  "I  won't,"  said 
the  pig.  "I  won't,"  said  the  dog.  "Then.  I  will."  said  the  little  red  hen. 
So  she  did  it. 

Soon  the  wheat  was  readj^  to  take  to  the  mill.  "A¥ho  will  take  this  wheat 
to  the  mill?"  said  the  little  red  hen.    "I  won't."  said  the  cat.    "I  won't," 

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said  the  rat.  "I  won't."  said  the  pig.  "I  won't,"  said  the  dog.  "Then, 
I  will,"  said  the  little  red  hen.    So  she  did  it. 

When  she  came  back  with  the  flour  she  said,  "Who  will  make  a  loaf  of 
bread?"  "I  won't,"  said  the  cat.  "I  won't,"  said  the  rat.  "I  won't," 
said  the  pig.  "I  won't,"  said  the  dog.  "Then,  I  will,"  said  the  little  red 
hen.    So  she  did  it. 

When  the  bread  was  baked  she  said,  "Who  will  eat  this  sweet  bread?" 
' '  I  will, ' '  said  the  cat.  ' '  I  will, ' '  said  the  rat.  ' '  I  will, ' '  said  the  pig.  ' '  I 
will,"  said  the  dog.  "No,  3''ou  won't,"  said  the  little  red  hen.  "My 
chickens  and  I  will  eat  this  bread."    So  they  did. 

GAVE. 

1.  Have  a  child  bring  you  something  he  has  in  his  desk,  as  a  piece  of 
paper,  a  pencil,  etc.  Say  to  the  class,  if  you  are  not  sure  the  child  will 
answer  properly.  "John  gave  me  a  paper.  .Who  has  something  eke  for 
me  ? "  "  Harry  gave  me  a  book. "  "  Mary  gave  me  a  pencil. ' '  The  teacher 
may  quickly  give  the  children  such  toys  as  she  may  use  for  her  reading 
words.  Then  they  may  hold  up  the  toys,  showing  the  class,  saying, 
' '  Miss gave  me  a  sheep, "  "  Miss gave  me  a  boat, ' '  etc. 

2.  The  teacher  may  play  that  she  is  a  little  girl,  and  that  each  one  is  to 
give  her  something  for  her  birthday.  The  children  then  bring  their  toys  to 
the  desk.  After  they  are  seated,  the  teacher  may  ask,  "Who  gave  me  this?" 
until  all  the  toys  are  put  away. 

3.  The  teacher  may  play  that  she  is  a  blind  lady.  Each  child  brings  her 
a  gift.  Then  she  asks,  "Who  gave  this?"  the  child  replying,  "May  gave 
you  the  book, ' '  etc. 

Devices  for  Review. 

went  brought  gave 

1.  Say  to  the  children,  "I  went  to  the  grocery  store.  I  brought  you  some 
sugar.  The  grocer  gave  me  a  cookie. ' '  Designate  the  different  parts  of  the 
room  as:  baker's,  candy  store,  toy  store,  book  store,  butcher's,  fruit  stand. 
Have  the  children  go  to  the  different  places,  then  come  back,  telling  where 
they  W'Cnt,  what  they  brought  back,  and  what  the  storekeeper  gave  them. 

2.  Give  out  cards  having  pasted  upon  them  various  pictures  cut  from  the 
advertising  pages  of  magazines.  Have  the  children  make  "saiy"  stories, 
' '  we7it ' '  stories,  ' '  ate ' '  stories,  etc. 

3.  One  child  may  take  a  toj^  to  another  whose  eyes  are  closed.  The  latter 
then  tries  to  guess  w^ho  brought  it,  by  asking,  "Did  you  bring  me  this?" 
The  children  reply,  "I  did  it,"  or  "I  didn't  do  it." 

4.  The  children  may  hide  their  eyes  while  one  of  the  class  is  chosen  to 
draw  something  on  the  board.  The  teacher  then  appoints  a  member  of  the 
class  to  find  to  find  out  who  it  was  by  asking,  "Who  did  it." 

5.  The  teacher  may  bring  a  sack  of  animal  crackers  to  school.^  Each 
child  may  eat  one,  then  tell  what  he  ate ;  as,  ' '  I  ate  a  cracker-dog, ' '  etc. 

6.  A  child  closes  her  eyes,  while  another  puts  something  into  her  hand. 
Then  the  first  child  asks.  "Who  gave  me  the  pencil?"  while  another  one 

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replies,  "John  gave  you  the  pencil."     It  may  be  varied  by  the  children 
replying,  "I  did  it,"  or  "I  didn't  do  it." 

7.  Tell  the  following  story,  have  it  acted  out,  and  then  reproduced.  Many 
other  things  may  be  added  to  make  the  story  longer : 

Once  there  was  a  lady  who  was  very  tired.  She  had  many  things  to  do.  The  dishes 
were  not  washed.  The  floor  needed  sweeping.  The  table  needed  dusting.  The  windows 
needed  washing.  The  lady  started  to  go  to  the  store  to  buy  something  to  eat.  She  told 
her  children  to  be  good  while  she  was  away.  When  she  came  back,  she  found  all  her 
work  done.  She  said,  "Who  washed  the  dishes?"  Alice  said,  "I  did  it."  She  then  asked, 
"Who  swept  the  floor?"  Fred  said,  "I  did  it."  She  then  wondered,  "Who  dusted  the 
table?"  Mary  said,  "I  did  it."  "Now  tell  me,"  she  said,  "Who  washed  the  windows?" 
Harry  said,  "I  did  it."  "You  are  good  children,"  said  the  lady,  "here  is  some  candy 
for  you." 

In  the  same  way  the  past  tense  of  the  following  verbs  should  be  taught 
in  the  First  Grade:  grow,  drink,  run,  draw,  fall,  fly,  tell,  ride,  huild,  hite, 
speak,  sell. 

Review  every  day  the  verbs,  using  one  or  more  of  the  devices,  either  in 
the  presentation  lessons,  or  in  the  review  devices.  If  there  is  any  time  left, 
put  in  the  new  exercise,  "  It  is  I. " 

The  Town  Mouse  and  the  Country  Mouse. 

saw  ran 

A  country  mouse  invited  a  town   mouse  to  visit  him  in  the   country. 

They  ate  wheat  stalks  and  roots.    The  town  mouse  said,  "When  I  was  in 

the  city  I  ate  raisins  and  nuts  and  cheese.    Come  to  the  city  and  I  will  show 

you. ' '    So  the  country  mouse  went  to  the  city. 

They  went  together  into  the  pantry.  There  they  saiv  bread,  meat,  raisins, 
and  a  nice  piece  of  cheese.  They  ate  a  little  bread.  Just  then  some  one 
opened  the  door.  They  ran  as  fast  as  they  could  to  a  hole.  When  all  was 
quiet,  they  came  back  again.  They  ate  a  little  meat.  Some  one  else  opened 
the  door.  They  ran  away  and  hid  again.  The  country  mouse  said,  "You 
may  finish  your  feast  alone.  I  like  to  live  in  the  countrj^  ^vhere  I  can  eat  in 
peace. ' ' 

The  Tortoise. 
saw  took 

A  tortoise  wished  to  learn  to  fly.  She  asked  the  eagle  to  teach  her.  The 
eagle  said,  "You  can  not  fly.  You  have  no  wings."  But  the  tortoise  still 
wanted  to  try.  The  eagle  took  the  tortoise  in  her  claws.  She  flew  high 
into  the  sky.  The  tortoise  saic  the  houses  far  below  her.  Suddenly  the 
eagle  let  the  tortoise  go.  She  fell  down  to  the  earth.  She  was  killed  on 
the  rocks. 

The  Dog  and  His  Shadow. 
saw 

A  dog  was  once  crossing  a  bridge  over  a  stream.  He  had  a  bone  in  his 
mouth.  He  looked  down  into  the  water.  There  he  saw  another  dog  with 
a  larger  bone  in  his  mouth.  He  dropped  his  own  bone  to  get  the  larger 
one.     He  found  that  it  was  only  a  shadow.     So  he  had  to  go  home  hungrj'. 

(14) 


The  Lion  and  the  Mouse. 

lay  ran  caught  came 

Once  a  lion  lay  asleep.  A  little  mouse  ran  over  him.  This  woke  the 
lion  and  made  him  verj^  angry.  He  caught  the  mouse  and  was  going  to 
kill  it.  The  mouse  said,  "Do  not  kill  me.  I  will  help  you  some  day." 
The  lion  laughed  and  let  it  go.  Soon  afterwards  the  lion  was  caught  in  a 
net.  The  little  mouse  heard  him  roar.  The  mouse  came  up  and  gnawed 
the  ropes  with  his  teeth.     He  set  the  lion  free. 

The  Bear  and  the  Two  Travelers. 
came 
Once  two  men  were  traveling  together.  They  suddenly  met  a  bear.  One 
man  quickly  climbed  a  tree.  The  other  one  fell  on  his  face.  He  pretended 
that  he  was  dead.  The  bear  came  up.  He  smelled  the  man  all  over.  Then 
he  left  him,  for  bears  do  not  like  dead  bodies.  Soon  the  man  came  down 
from  the  tree.  He  asked,  "What  did  the  bear  tell  you?"  He  told  me 
never  to  travel  with  a  man  who  leaves  you  when  you  are  in  danger. 

The  Dog  in  the  Manger. 

came 

Once  a  dog  lay  in  a  manger.    A  cow  cayne  along  to  get  something  to  eat. 

The  dog  barked  and  growled  at  the  cow.     ' '  You  are  a  selfish  dog, ' '  said  the 

cow.     "I  came  here  to  get  something  to  eat.     You  can  not  eat  any  hay 

yourself  and  you  will  not  let  any  one  else  eat  it." 

Meeko. 

Once  there  was  a  little  red  squirrel  named  Meeko.  He  lived  in  the  woods. 
Meeko  worked  very  hard.  When  the  chestnuts  fell  he  picked  them  up  for 
winter.  He  had  a  safe  place  to  hide  them  at  the  root  of  a  big  tree.  One 
day  a  blue  jay  was  on  the  tree.  The  blue  jay  did  not  like  to  work.  He  saw 
Meeko  hide  the  nuts.  So  when  the  squirrel  ran  away  for  more,  the  bluejay 
flew  down.  He  ate  some  nuts.  Soon  Meeko  came  back.  He  saw  that  some 
of  the  nuts  were  gone.  He  was  angry.  Meeko  hid  now.  He  watched  for 
the  thief.  When  the  bluejay  came  again  Meeko  jumped  at  him.  But  the 
bird  flew  away.  Meeko  looked  for  another  hiding  place  for  his  nuts.  He 
put  them  there  and  ate  them  all  winter. 

The  Ants  and  the  Grasshopper. 
came 
One  sunny  day  some  ants  were  very  busy  gathering  seeds  for  winter  time. 
A  grasshopper  came  along  dancing  and  chirping  in  the  grass.  Soon  winter 
came.  The  grasshopper  was  hungry.  He  asked  the  ants  for  some  food. 
The  ants  said,  * '  What  were  you  doing  all  summer ? "  "I  danced  and  sang, ' ' 
said  the  grasshopper.  "Then  you  may  dance  and  sing  all  winter,"  said 
the  ants. 

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A  Little  Girl's  Fairy  Story. 
went  saw 

One  day  a  little  girl  was  playing  in  the  yard  with  her  kitty  when  a  fairy 
rode  by  in  a  cloud.  She  lifted  the  little  girl  up  into  the  cloud  and  went 
away  with  her.  Soon  they  came  to  fairyland,  where  the  little  girl  saw  many 
wonderful  things.  She  saw  roses  growing  wild.  She  saw  beautiful  birds. 
She  saw  lions  and  lambs  playing  together.  She  saw  little  gray  squirrels 
running  about.  All  the  animals  loved  one  another.  She  saw  houses  made 
of  gold  and  silver.  She  saw  many  beautiful  fairies.  She  played  there  all 
day,  and  then  she  went  home  and  told  her  mother  about  her  visit. 

The  Mother  Duck  and  Her  Ducklings. 

A  pretty  duck  had  made  her  nest  by  a  pool.  She  had  ten  little  eggs  in 
her  nest.  They  were  almost  ready  to  hatch.  No  rain  had  fallen  for  many 
days.  The  mother  duck  saw  with  alarm  that  the  pool  was  drying  up.  What 
would  the  baby  ducks  do  when  they  came  out?  They  must  have  water. 
Finally  they  did  come  out,  but  the  pool  had  dried  up.  They  had  to  walk 
a  long  distance  to  the  nearest  pond.  This  was  very  dangerous,  as  they  had 
many  enemies.  They  had  to  rest  many  times.  They  had  not  gone  very  far 
when  a  great  marsh  hawk  appeared.  He  seized  one  little  duck  and  carried 
it  away.  This  made  the  mother  duck  feel  very  sad.  They  struggled  on 
till  they  came  to  a  "  cart-trail ' '  in  the  road.  Into  the  first  ' '  wheel-rut ' '  fell 
four  little  ducks.  Five  managed  to  scramble  across,  but  the  other  rut  was 
deeper  than  the  first,  and  they  fell  into  that.  The  mother  did  not  know 
how  to  help  them.  Suddenly  she  saw  her  worst  enemy  coming.  It  was  a 
man.  He  saw  the  little  ducks.  He  stooped  and  gathered  them  into  his  hat. 
The  poor  mother  thought  her  babies  would  be  killed.  The. man  went  to  the 
edge  of  the  pond  and  put  the  ducks  into  the  water.  Soon  they  were  all 
swimming.  The  mother  was  very  happy.  Just  as  they  began  to  eat,  they 
saw  another  duck  coming.  It  was  their  baby  brother.  The  hawk  had 
dropped  it  over  the  pond.  They  were  all  very  happy  and  lived  here  many 
years. 

IT  IS  I— IT  WAS  I. 

1.  Send  two  or  more  children  from  the  room,  telling  one  of  them  to  knock 
quietly,  and  then  when  asked,  "Who  is  it?"  to  reply,  "It  is  I."  Let  them 
have  one  guess  to  tell  who  it  is.  The  one  who  guessed  could  go  out  and  do 
the  same  thing.  After  the  one  who  knocked  comes  in,  say,  "Who  was  it 
that  knocked?"  getting  in  reply,  "It  was  I."  or  "It  was  he."  Have  two 
knock  at  the  same  time,  telling  them  to  answer,  "It  was  we,"  and  having 
the  others  tell.  ' '  It  was  they. ' ' 

2.  Say  to  the  children,  "I  will  close  my  eyes.  Some  of  you  may  fold 
your  arms,  some  put  your  hands  on  your  heads,  some  fold  your  arms 
behind  you.  some  wave  your  arms,  then  when  I  say  'Attention,'  all  sit  up." 
Try  to  find  out  who  did  each  thing.  Ask,  "Was  it  you  who  folded  your 
arms?"  the  child  replying,  "It  was  I."  or  "It  wasn't  I."  Then  change 
the  form  of  the  question,  asking,  "Was  it  John  who  folded  his  arms?"  etc. 

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3.  Have  a  quick  exercise,  each  child  in  the  row  answering  the  question 
as  he  pleases. 

Is  it  I?  Is  it  he?  Is  it  she?  Is  it  they?  Is  it  we? 

4.  Every  day  have  them  repeat  in  concert,  then  individually : 

It  is  I.  It  was  I.  It  is  she.  It  was  she. 

It  is  you.  It  was  you.  It  is  we.  It  was  we. 

It  is  he.  It  was  he.  '      Itisthej'.  It  was  they. 

5.  Send  a  child  from  the  room,  telling  him  before  he  goes  that  somebody 
will  be  appointed  to  be  it.  The  children  name  some  one  child,  and  the 
teacher  names  the  one  who  is  to  ask  the  questions.  The  child  then  returns 
to  the  room.  The  one  who  asks  the  questions  stands  up  and  asks,  "Is  it 
Charlie?"  The  guesser  answers,  "No,  it  isn't  he,"  or  "I  think  it  is  he." 
Instead  of  having  some  one  ask  the  question,  the  child  who  left  the  room 
may  ask,  "Is  it  you,  Charlie?"  Charlie  replies,  "It  isn't  I,"  or  "It  is  I," 
as  the  case  may  be. 


I  HAVE  NO. 

Purpose  and  Method. — The  purpose  and  method  are  the  same  as  in 
teaching  the  verbs.  The  teacher  produces  the  proper  setting,  gives  the 
form,  and  has  the  children  imitate  her.  The  attention  must  be  on  the 
form  at  first,  and  gradually  transferred  to  the  subject-matter. 

1.  Say  to  the  children,  "I  have  no  pencil.  "Will  you  please  lend  me  one? 
Thank  you.  I  have  no  book.  Will  you  please  lend  me  yours.  I  have  no 
paper.  Will  you  lend  me  yours?  You  may  answer  me,  using,  I  have 
no ." 

Please  lend  me  your  sponge.  Please  lend  me  your  slate,  crayon,  knife, 
watch,  ring,  top,  doll,  looking-glass,  marbles,  fan,  etc.  This  must  be  quickly 
and  enthusiastically  done  to  be  effective. 

2.  Be  a  storekeeper.  Have  the  children  guess  what  kind  of  a  store  you 
keep  by  asking  to  buy  something.  The  children  then  say,  "I  wish  to  buy 
some  bread."  The  teacher  replies,  "I  have  no  bread."  "T  wish  to  buy 
some  candy."  "I  have  no  candy."  "I  wish  to  buy  some  sugar."  "Yes, 
I  have  some  sugar. "  "  WHtiat  kind  of  a  store  do  I  keep  ?  Yes,  it  is  a  grocery 
store.  Now  you  may  be  storekeeper,  and  we  will  buy.  Think  what  kind  of 
a  store  you  will  keep. " 

3.  Fill  a  box  with  toys  and  odds  and  ends.  The  children  ask  for  some- 
thing. Reply  first,  "I  have  no  doll."  Then  give  the  box  to  a  child,  and 
the  others  ask  for  ami;hing  they  want.  If  it  is  in  the  box,  it  is  given,  other- 
wise the  child  replies,  '  *  I  have  no . ' ' 

4.  Try  to  find  out  who  has  a  baby  sister,  brother,  pet  kitten,  blue  dress, 
new  knife,  top,  fan,  etc.,  by  asking  quickly,  "Have  you  a  baby  sister?"  etc. 

5.  Send  the  class  to  the  board,  with  no  chalk  there,  and  ask  them  to  write 
a  w^ord.  If  the  first  one  says,  "I  have  no  chalk,"  ask  several  if  they  have 
chalk,  insisting  on  a  complete  sentence.  If  any  child  can  not  give  the 
form,  some  one  may  tell  him  what  to  say. 

(17) 


6.  Put  cards  on  several  desks  about  the  room,  then  as  you  look  about, 
say,  "Lillie  has  no  card,"  "John  has  no  card,"  "Edgar  has  no  card," 
"John,  tell  me  some  one  in  your  row  who  has  no  card,"  etc. 

7.  "Why  can't  Lillie  lend  me  her  doll,  ball,  fan?"  etc. 

8.  Say  quickly  to  the  first  child  in  the  first  row,  "I  had  no  mush  for 
breakfast;  tell  me  something  you  ^didn't  have.  Begin  your  sentence  with, 
/  had  no." 

THIS— THESE. 

1.  Have  several  articles  such  as  pencils,  pens,  books,  marbles,  flowers, 
pieces  of  crayon,  etc.  Say  to  the  children.  Listen  carefully  to  what  I 
say  and  watch  me.  Then  take  a  book  saying,  This  book  is  new;  then  a 
pencil  saying,  This  pencil  is  red,  and  so  on  with  each  article.  Then  take 
several  books  saying,  These  boolcs  are  new,  these  pencils  are  short,  these 
flowers  are  pretty.  Who  can  do  just  as  I  did,  and  say  what  I  said?  Let  the 
children  try. 

2.  Close  your  eyes  and  have  a  child  touch  one  thing  or  one  group  of 
things,  then  open  your  eyes  and  try  to  find  out  what  he  touched.  Did  you 
touch  this  book  ?  Did  you  touch  these  pieces  of  crayon  ?  etc.  Have  a  child 
close  his  eyes,  let  some  one  else  touch  something  and  have  the  child  ask 
the  question.  The  child  who  replies  must  stand  near  so  he  can  pick  up 
the  pencil  and  say,  "No,  I  didn't  touch  this  pencil." 

THAT— THOSE. 

3.  Repeat  these  two  exercises,  having  the  things  far  enough  away  so  you 
can  point  to  them  and  can  not  touch  them.  Have  the  children  reph'^  in 
concert,  "No,  he  didn't  touch  that  pencil.    Yes,  he  touched  those  flowers." 

Devices  for  Review. 

1.  Tell  stories  about  a  child  in  your  class,  as: 

Last  night  I  wished  my  erasers  cleaned.  I  called  upon  the  boy  who  had  the  best 
reading  lesson.  Who  was  it?  (The  child  answers,  "It  was  I.")  To-day  I  shall  call  for 
the  child  who  can  count  the  farthest.     Who  is  it?     (Answer,  "It  is  I.") 

Last  night  a  little  baby  boy  and  his  sister  were  walking  on  the  street.  The  baby  fell 
down.    The  sister  picked  him  up  and  carried  him  home.     Who  was  it? 

Every  night  there  is  a  little  boy  who  brings  his  mother  the  milk  from  the  grocery. 
Who  is  it? 

Who  is  the  little  girl  who  helps  her  mother  wash  the  dishes?  etc. 

2.  Send  all  the  children  or  certain  children  to  the  board  to  draw  pictures. 
Hide  your  eyes,  so  you  do  not  see  to  what  board  they  go.  Then  ask,  * '  Who 
drew  this?"    The  one  who  answers,  "It  was  I." 

3.  Use  freely  device  No.  4  under  "It  is  I." 

DOESN'T— DON'T. 

1.  This  may  be  taught  by  a  game  the  children  call  "What  does  he  do." 
Call  up  a  child.  Tell  the  children  that  he  is  a  man  now  and  is  working 
very  hard.  They  are  to  find  out  what  he  does.  The  child  then  tells  the 
teacher  what  occupation  he  has  chosen.     The  children  ask,  Do&s  he  ham- 

(18) 


mer?  The  teacher  replies,  "No,  he  doesn't  hammer."  Does  he  make 
candy?  "No,  he  doesn't  make  candy,"  etc.  Have  a  child  take  your  place 
as  soon  as  possible.  To  vary  the  game  and  give  the  children  more  practice, 
have  the  child  chosen  to  work  tell  the  class  what  he  is  doing,  while  the 
teacher  steps  outside.  Then  the  teacher  may  ask,  Does  he  sing?  etc.,  and 
the  whole  class  reply,  "No,  he  doesn't  sing." 

Have  two  children  occupied  at  the  same  work.  The  reply  then  is,-  No, 
they  don't  make  dresses.  Vary  it  by  having  the  child  play  he  is  an  animal. 
The  teacher  should  ask,  "Does  it  bark?"  The  children  should  reply.  "No, 
it  doesn't  bark." 

Stories  for  Review. 

A  Poor  Boy. 

It  was  a  very  cold  day.  Mr.  Brown  had  finished  his  work,  and  was 
going  home  to  supper.  As  he  walked  along  he  thought  of  the  games  he 
would  play  with  his  three  little  children.  But  who  was  the  poor  little  boy 
sitting  by  the  road?  His  coat  was  torn,  and  he  had  on  no  shoes  nor 
stockings.  Mr.  Brown  stopped  and  said,  "My  boy,  why  are  you  not  home 
this  cold  evening?"  "I  have  no  home,"  said  the  boy.  "Where  is  your 
father?  Will  he  not  take  care  of  you?"  asked  Mr.  Brown.  "I  have  no 
father  nor  mother, ' '  said  the  boy,  ' '  and  I  am  very  hungry. ' ' 

Then  Mr.  Brown  asked  the  poor  boy  to  come  home  with  him.  He  gave 
him  some  nice  warm  supper  and  a  good  bed  to  sleep  in.  The  next  day  the 
boy  went  to  the  office  with  Mr.  Brown,  and  did  errands.  He  went  to  night- 
school  and  studied  hard.  Now  he  is  a  big  inan,  with  a  home  of  his  own. — 
Original  Story  hy  a  Third-grade  Boy. 

The  Little  Pine  Tree. 

A  little  pine  tree  was  in  the  woods.  It  had  no  leaves.  It  had  needles. 
The  little  tree  said,  "I  do  not  like  needles.  All  the  other  trees  in  the 
woods  have  pretty  leaves.  I  want  leaves,  too.  But  I  will  have  better  leaves. 
I  want  gold  leaves."  Night  came  and  the  little  tree  went  to  sleep.  A 
fairy  came  by  and  gave  it  gold  leaves.  When  the  little  tree  woke  up, 
it  had  leaves  of  gold.     It  was  very  happy. 

Night  came.  A  man  came  by  with  a  bag.  He  saw  the  gold  leaves.  He 
took  them  all,  and  put  them  into  his  bag.  Now,  the  little  tree  had  no  leaves. 
It  had  no  needles,  either.  The  poor  little  tree  cried,  "I  do  not  want  gold 
leaves  again.     I  will  have  glass  leaves. ' ' 

So  the  little  tree  went  to  sleep  again.  The  fairy  came  by  and  put  glass 
leaves  on  it.  The  little  tree  awoke  and  saw  its  glass  leaves.  Then  a  wind 
came  up.  It  blew  and  blew.  The  glass  leaves  all  fell  from  the  tree,  and 
were  broken. 

Again  the  little  tree  had  no  leaves.  This  time  it  said,  "I  want  green 
leaves.  I  want  to  be  like  the  other  trees."  And  the  little  tree  went  to 
sleep.  When  it  awoke  it  had  green  leaves.  A  goat  came  by.  He  was 
hungry,  and  he  ate  all  the  leaves.     Then  the  little  tree  said,  "I  like  my 

(19) 


needles  best."  And  the  little  tree  went  to  sleep.  The  fairy  came  and 
gave  it  what  it  wanted.  When  it  woke  up,  it  had  its  needles  again.  Then 
the  little  pine  tree  was  happy. — Adapted  from  Old-time  Stories  by  E.  Louise 
Smythe. 

THE  SENTENCE. 

Purpose  and  Method.— One  of  the  first  things  to  be  mastered  in  written 
language  is  the  proper  beginning  and  ending  of  the  sentence.  In  order 
to  do  this,  the  child  must  first  know  in  some  way  what  a  sentence  is,  and 
then  he  must  have  a  reflex  for  putting  in  the  proper  punctuation.  We  can 
tell  a  sentence  in  two  ways :  First,  by  noting  the  inflection  of  the  voice  when 
we  hear  it  read;  and,  second,  by  seeing  the  beginning  and  ending.  The 
first  way  can  be  taught  the  children  before  they  read  or  write. 

The  method  pursued  was  directing  the  attention  to  the  voice  as  sentences 
were  read.  The  sentences  must  be  very  short  and  simple  at  first,  the  down- 
ward inflection  of  the  voice  pronounced,  and  the  pause  between  long.  On 
account  of  the  difficulty  in  getting  stories  made  up  entirely  of  simple 
sentences,  the  following  are  added: 

1.  Say  to  the  children,  "I  am  going  to  read  you  some  sentences.  You 
may  tell  me  how  many  I  read.  I  shall  stop  after  each  sentence.  You  may 
count  them  for  me."    Then  read,  making  a  long  pause  after  each  sentence: 

Saturday  I  went  down  town.     I  looked  in  a  big  window.     There  I  saw  a  beautiful  doll. 

' '  How  many  sentences  did  I  read  ?    Now  listen  again. ' ' 
I  went  into  the  store.     I  bought  the  doll. 

' '  Tell  me  how  many  sentences. ' ' 

I  gave  the  doll  to  my  cousin.     She  named  the  doll  Grace.     She  was  very  happy. 

"How  many  sentences?" 

Bead  the  same  thing  again,  pausing  after  four  sentences  to  ask,  "How 
many  ? ' ' 

Use  in  the  same  way: 

I  had  a  very  large  dog.  His  name  was  Carlo.  He  had  pretty,  black  hair.  He  sat  up 
and  begged  for  a  cracker.  He  liked  to  go  into  the  woods  to  catch  birds.  I  threw  a  stick. 
He  ran  after  it.     He  brought  it  back  to  me. 

Here  are  two  children.  Their  names  are  Jack  and  May.  They  are  wading  in  the 
water.     Mama  said  they  could  have  some  fun.     Going  in  wading  is  great  fun. 

The  water  is  very  warm.  On  the  bottom  are  sand  and  pebbles.  Jack  sees  a  clam  on 
the  bottom.  May  screams.  She  lifts  her  foot  out  of  the  water.  A  crab  has  caught  her 
toe.     Jack  pulled  the  crab  off. 

One  day  an  ant  fell  into  the  water.  He  tried  to  swim  out.  He  could  not  do  it.  A 
dove  saw  the  ant.  She  picked  off  a  leaf.  "  She  threw  it  to  the  ant.  The  ant  crawled  up 
on  the  leaf.     She  was  carried  to  the  shore. 

The  next  day  a  man  was  out  hunting.  He  saw  the  dove.  He  aimed  his  gun  to  shoot 
it  Just  then  the  ant  saw  the  man.  She  bit  his  heel.  The  man  was  very  angry.  He 
turned  around.     The  dove  flew  away. 

2.  For  another  device,  use  a  picture  large  enough  for  the  whole  class 
to  see. 

Tell  me  how  many  sentences  I  make  about  this  picture. 
In  this  picture  I  see  a  little  girl.     She  is  standing  by  her  mama. 

(20) 


"How  many  sentences?     Now,  listen  again," 

The  cat  is  lying  by  the  fire.  I  think  mama  is  telling  the  little  girl  a  story.  The  little 
girl  looks  happy. 

"How  many  sentences?" 

Call  on  the  children  to  make  one  sentence,  two  sentences,  three  sen- 
tences, etc. 

3.  For  a  third  exercise  provide  each  child  with  a  picture,  and  call  for  a 
definite  number  of  sentences,  as  two,  three,  etc*  according  to  the  ability 
of  the  children. 

By  this  time  the  children  should  be  able  to  recognize  several  sentences 
with  only  a  slight  pause  between.  The  second  step — recognizing  a  written 
sentence — is  then  begun. 

4.  Go  to  the  board  saying,  "Now  I  shall  write  a  sentence  on  the  board," 
and  write:  See  the  little  girl. 

"What  kind  of  a  letter  at  the  beginning?    How  did  I  finish  it?" 

Have  the  class  give  sentences,  while  the  teacher  writes  on  the  board. 

As  each  one  is  given,  ask,  "How  shall  I  begin  it?  How  shall  I  finish  it? 
Who  will  write  the  first  word?     Who  will  finish  it?" 

After  several  easy  sentences  are  given,  go  back  over  the  group,  calling 
on  different  children  to  show  the  first  sentence.  "Where  does  it  begin? 
Where  does  it  end?  What  kind  of  a  letter  at  the  beginning?  How  do  we 
finish  it  ?.' '     After  going  through  the  sentences  consecutively,  skip  about. 

After  this,  count  the  number  of  sentences  on  certain  pages  in  their 
readers. 

5.  A  teacher,  to  vary  the  exercise,  had  her  children  play  the  sentence. 
Each  child  represented  a  word.  "What  kind  of  a  letter  must  the  first 
word  have?"  The  child  suggested  standing  on  the  table  to  be  higher,  so 
he  did.  The  children  stood  in  a  row,  one  child  representing  each  word, 
and  the  period,  at  her  own  suggestion,  sat  on  the  floor.  Then  each  child 
said  his  word,  and  the  next  sentence  was  played.  The  teacher  allowed  them 
to  represent  the  big  letter  in  any  way  they  chose.  Then  they  pointed  out 
the  beginning  and  ending  of  each  sentence.  The  children  called  for  this 
game  repeatedly.  The  teacher  closed  the  lesson  by  reading  a  story  from 
their  reader,  allowing  them  to  tell  how  many  sentences. 

THERE  ARE. 

Purpose  and  Method. — There  are  and  there  were  seem  to  be  the  hardest 
reflexes  to  get.  Perhaps  more  advilts  make  this  mistake  than  any  other. 
Much  time  should  be  spent  on  these  two  forms,  as  often  these  two  words  do 
not  appear  in  the  child's  vocabulary. 

Be  certain  that  the  children  say  there  and  not  they. 

1.  Have  a  number  (two,  three,  or  four)  of  various  objects,  such  as  tops, 
balls,  oranges,  marbles,  etc.,  on  the  desk.  Say  to  the  class,  "There  are 
three  marbles  on  my  desk.  There  are  two  tops  on  my  desk.  Who  will  tell 
me  how  many  oranges  there  are  on  my  desk?" 

(21) 


2.  Have  a  number  of  pictures  with  more  than  one  of  various  objects. 
Pictures  of  fruit,  flowers,  or  animals  are  good.  Have  the  children  tell  how 
many  of  each  are  in  the  picture. 

3.  Have  a  child  come  to  the  desk,  select  any  number  (more  than  one) 
she  wishes  of  any  object,  and  hold  them  up,  saying  to  the  class,  "There 
are  two  apples  in  my  hand." 

4.  Repeat  exercise  3,  except  that  the  class  do  not  know  the  number  of 
objects  the  child  takes,  fhey  say,  "I  think  there  are  three  nuts  in  Mary's 
hand,"  etc.  This  may  be  varied  by  having  the  children  guess  what  Mary 
has  in  her  hand;  as,  "I  think  there  are apples  in  Mary's  hand." 

5.  Have  the  children  guess  what  things  there  are  in  your  satchel,  assur- 
ing them  that  there  is  more  then  one  of  each.  Guess  what  things  there  are 
in  the  desk ;  in  the  bookcase,  etc. 

6.  Have  the  children  think  of  things  at  home  in  the  kitchen  that  there 
is  more  than  one  of.  "Tell  me  how  many  there  are?"  The  parlor,  school- 
room, church,  etc.,  may  be  used  in  the  same  way. 

7.  The  teacher  may  be  a  storekeeper  and  the  children  may  guess  what 
things  there  are  in  her  store. 

THERE  WERE. 

Purpose  and  Method. — This  can  be  a  memory  exercise.  The  attention 
is  to  be  directed  toward  the  objects  that  have  been  removed.  The  same 
method  (that  is,  the  teacher  making  the  proper  setting  and  giving  the 
form)  is  used  as  well  as  the  same  devices. 

1.  Have  a  number  of  each  of  the  different  objects  on  the  table.  The 
children  pass  around  in  line,  look  at  the  things  and  return  to  their  seats. 
The  teacher  takes  the  objects  away  from  the  table,  then  says,  "There  were 
apples  on  the  table.  There  were  oranges  on  the  table.  Tell  me  what  other 
things  there  were  on  the  table. ' ' 

2.  Pick  up  various  articles,  then  put  them  down  again.  Do  this  very 
quickly  to  keep  the  attention  of  the  children.  They  tell  what  there  were 
in  the  teacher's  hand.  Afterwards  a  child  may  take  her  place.  The 
sentence  should  be  given  each  time  the  objects  are  put  down. 

3.  "Tell  me  what  there  were  on  the  street  as  you  came  to  school  this 
morning.  Tell  me  what  there  were  on  the  table  last  night;  on  the  desk 
yesterday ;  on  the  bay  last  week ;  on  the  Christmas  tree  last  Christmas. ' ' 

4.  Hold  up  a  picture  with  many  of  the  various  kinds  of  objects  in  it. 
After  giving  the  children  a  few  seconds  to  look,  lay  it  down  and  have  them 
tell  what  there  were  in  the  picture. 

5.  Pass  around  some  pictures  cut  from  a  magazine.  After  the  children 
look  at  the  picture,  they  return  it  and  tell  what  there  were  in  the  picture. 

6.  Use  any  of  the  devices  under  "there  are,"  having  it  a  memory 
exercise  so  there  were  may  be  used. 

7.  Have  some  blocks  in  the  room.  Put  three  d.ovm  on  the  desk,  saying, 
"There  are  four  cars  on  the  track;  two  of  them  were  switched  off  Ctaking 
two  away).     Now  there  are  two  left." 

(22) 


After  is  and  was  are  given,  stories  may  be  made,  using  "Then  there  was 
one  left, "  or  "  Now  there  is  one  left. ' '  The  children  are  often  very  original 
in  making  up  these  stories.  (See  First  Book  in  Arithmetic,  State  Series, 
Chapter  XII — Number  Stories.) 

THERE  IS— THERE  WAS. 

The  same  devices  may  be  used  as  in  teaching  there  are  and  there  were. 
Be  certain  that  there  is  but  one  of  everything  talked  about,  and  that  the 
attention  of  the  children  is  directed  toward  the  one. 


(2M) 


HIGH  FIRST  AND  SECOND  GRADE,  OR 
SECOND  GRADE. 


DAILY  DRILLS. 

While  this  Bulletin  contains  much  material  worked  out  at  length,  the 
author  feels  that  a  few  drills  given  every  day  will  help  more  toward  acquir- 
ing correct  forms  than  the  study  of  too  many  details.  These  exercises 
should  be  given  daily.  In  a  country  school  they  may  be  given  to  all 
the  classes  at  once.  The  teacher  gives  the  incorrect  form,  the  children 
responding  in  concert  with  the  correct  form.  After  they  have  become  fairly 
proficient,  vary  the  exercise  by  having  the  children  respond  individually. 
Sides  may  be  arranged  and  the  sentences  responded  to,  first  by  one  side  and 
then  by  the  other. 

The  second  exercise  consists  in  answering  the  questions  correctly.  As 
soon  as  the  children  have  learned  to  do  independent  work,  these  questions 
may  be  written  on  the  board  and  answered  in  writing.  The  responses  in 
the  first  exercise  may  also  be  given  in  writing  if  the  teacher  has  the  time. 


Daily  Drills — Second  Grade. 


Teacher. 
I  seen  a  man. 
He  eat  some  candy. 
I  come  to  school  yesterday. 
She  drunk  a  glass  of  water. 
I  done  my  lessons. 
I  ain't  got  no  chalk. 
I  ain't  doing  nothing. 
It  is  me. 
It  was  them. 
It  was  him. 
It  was  her. 

There  is  two  books  on  the  desk. 
There  was  two  apples  on  the  table. 
I  have  saw  a  man. 
They  haven't  came  yet. 
I  have  rode  to  school  every  day. 
They  have  went  away. 
I  have  drank  some  milk. 
She  learned  me  to  spell. 
He  rung  the  bell. 
I  loaned  my  pencil. 


Pupil. 
I  saw  a  man. 
He  ate  some  candy. 
I  came  to  school  yesterday. 
She  drank  a  glass  of  water. 
I  did  my  lessons. 
I  have  no  chalk. 
I'm  not  doing  anything. 
It  is  I. 
It  was  they. 
It  was  he. 
It  was  she. 

There  are  two  books  on  the  desk. 
There  were  two  apples  on  the  table. 
I  have  seen  a  man. 
They  haven't  come  yet. 
I  have  ridden  to  school  every  day. 
They  have  gone  away. 
I  have  drunk  some  milk. 
She  taught  me  to  spell. 
He  rang  the  bell. 
I  lent  my  pencil. 


Can  he  come  to  see  me? 
Can  I  write  on  the  board? 
What  did  you  see  this  morning? 
What  did  you  eat  for  breakfast? 
Did  you  come  to  school  yesterday? 
What  did  you  drink  this  morning? 
Did  you  do  your  work? 
Who  is  knocking  at  the  door? 
Who  took  my  book? 
Who  was  talking? 


May  he  come  to  see  me? 
May  I  write  on  the  board? 
I  saw  a  horse  this  morning. 
I  ate  some  mush  for  breakfast. 
Yes,  I  came  to  school  yesterday. 
I  drank  some  milk  this  morning. 
Yes,  I  did  my  work. 
It  is  they. 
It  was  he. 
I. 


(24) 


Teacher.  Pupil. 

What  are  there  on  the  desk?  There  are  two  apples  on  the  desk. 
Were  there  two  apples  on  the  table?         There  were  two  apples  on  the  table. 

What  have  you  seen  to-day?  I  have  seen  a  horse  to-day. 

Have  they  gone  away?  They  have  gone  away. 

Did  he  ring  the  bell?  Yes,  he  rang  the  bell. 

Who  lent  me  this  pencil?  I  lent  you  that  pencil. 

Ain't.  There  is  no  such  word. 

FIRST   WRITTEN  WORK. 

If,  before  the  end  of  the  year,  the  children  finish  the  work  already 
outlined,  and  really  know  it  orally,  the  easier  work  under  "second  time 
over"  may  be  begun. 

1.  Among  the  devices  used  in  teaching  little  children  to  write  words,  the 
following  has  been  found  very  successful:  Send  the  class,  or  at  least  one 
division,  to  the  board.  As  soon  as  all  the  children  are  ready,  write  the  word 
on  the  board.  The  children  may  simply  watch  you,  or  better  still,  have 
them  trace  the  letters  in  the  air  as  you  make  them.  Then  have  them  look 
at  the  word  as  a  whole;  trace  it  a  few  times  in  the  air,  and  all  turn  and 
write.  Those  who  can  not  do  it.  may  look  at  the  teacher's  word.  Encourage 
them  to  write  it  first  time  without  looking  at  the  teacher's  word.  The 
children  usually  need  to  write  it  three  or  four  times  to  have  it  thoroughly 
impressed.  Then  have  the  children  erase,  look  at  the  teacher's  word,  then 
write,  the  teacher  erasing  her  word.  If  the  children  know  a  few  words 
already,  this  new  one  may  be  made  into  a  sentence,  the  sentence  written 
on  the  board  by  the  teacher,  attention  called  to  the  capital  and  period,  and 
then  the  class  requested  to  write. 

Review. — Every  day  review  the  work  of  the  preceding  day.s.  It  is  better 
not  to  dictate  the  words  of  the  last  three  or  four  days,  but  to  write  them 
on  the  board,  giving  the  children  an  opportunity  to  see  them  for  a  second, 
then  erase  and  write.  Dictation  is  sometimes  a  test.  If  the  children  know 
the  words,  there  is  little  use  in  testing  them.  If  they  do  not  know  them, 
testing  will  not  teach  the  words  to  them. 

This  same  device  may  be  used  in  any  grade  by  omitting  the  tracing  of 
the  word  in  the  air.  It  is  a  very  excellent  way  to  make  a  poor  speller 
into  a  good  one. 

2.  Another  device,  and  a  good  one  for  review,  is  to  send  the  class  to  the 
board,  each  child  being  provided  with  a  slip  of  paper  upon  which  the  words 
are  written.  Each  word  may  be  written  twice.  As  soon  as  the  children 
are  far  enough  along,  sentences  may  be  called  for. 

3.  Cut-up  words  may  be  made  into  sentences  at  the  child's  desk.  As 
soon  as  he  has  finished  he  may  pass  to  the  board  and  write  his  sentences 
on  the  board. 

MARGINS. 

The  first  time  you  have  the  children  write  on  paper,  have  them  place 
their  papers  properly  on  their  desks.  Then  say  to  them,  "Hold  up  the 
hand  you  do  not  write  with.  Close  your  little  finger.  Close  the  one  next 
to  it.     Now  you  have  two  fingers  standing.     Put  your  hand  down  on  the 

(25) 


paper  so  your  longest  finger  will  be  on  the  edge  of  the  paper. ' '  Show  them 
how,  by  drawing  on  the  board  a  picture  of  the  paper  and  the  hand  on  it, 
also  by  holding  up  a  paper  with  your  hand  on  it.  Have  them  take  their 
pens,  and  write  the  first  word  right  by  their  fingers.  Then  write  the  sec6nd 
line  under  the  first. 

Take  your  readers,  and  see  that  the  printer  does  not  print  out  to  the 
edge  of  his  paper,  but  leaves  a  space. 

This  work  should  be  repeated  during  every  lesson,  until  all  the  children 
do  it  as  a  matter  of  course. 

Another  device  is  to  give  each  child  a  piece  of  cardboard  just  as  wide  as 
the  margin  should  be.  He  puts  this  down  on  his  paper  with  edges  even, 
finding  the  place  for  the  first  word. 

The  secret  of  success  is  to  have  all  the  children  do  it  together,  imitating 
the  teacher  first,  then  alone,  the  teacher  simply  reminding,  and  finally 
without  direction.  Constantly  doing  this  only  one  way  will  bring  results. 
Never  allow  the  children  to  write  even  a  spelling  lesson  without  a  margin. 

Have  the  children  take  out  their  readers  and  look  at  the  first  line  in 
several  stories.  They  will  find  the  first  word  much  farther  from  the  edge 
of  the  leaf  than  the  first  word  of  the  second  or  third  lines. 

Have  them  copy  the  first  paragraph  of  several  stories,  indenting  the  first 
word.  Afterwards  remind  them  of  this  whenever  they  write  a  story  or 
copy  a  paragraph,  until  all  have  formed  the  habit. 

Another  device  that  may  be  used  is  to  take  a  long  strip  of  paper,  about 
one  and  one  half  inches  wide,  fold  it  lengthwise,  and  slip  it  over  the  left- 
hand  edge  of  the  paper.  The  child  indents  the  first  word  from  this  paper, 
but  writes  back  to  the  folded  paper  each  time.  This  does  away  with  the 
ink  margin  that  is  often  used,  but  which  mars  the  looks  of  the  paper. 

THE  SENTENCE.     (Second  Time  Over.) 

The  exercise  under  "first  time  over"  should  be  repeated  from  time  to 
time.  As  soon  as  the  children  are  able  to  write  at  all  easily,  they  are  ready 
for  the  "second  time  over."  The  purpose  of  this  is  to  form  a  reflex  for 
writing  a  sentence  properly,  with  the  attention  in  some  other  place  than  on 
the  beginning  and  ending.  Success  is  obtained  only  through  directing  their 
attention  to  it  time  after  time. 

The  children  should  know,  first,  how  to  make  the  capital  letters.     To 
direct  their  attention  to  this,  write  on  the  board  this  list  of  words: 
the  my  he  a  papa  baby  two  by 

Have  the  children  write  the  same  word  as  they  would  if  it  were  the  first 
word  in  a  sentence.  Then  make  up  some  sentences,  and  write  them  on  the 
board.    Have  the  children  tell  how  to  finish  the  sentences. 

Have  these  sentences  copied,  reminding  them  of  the  margin  and  a  period 

at  the  close.    After  all  have  written,  ask  them  to  look  at  each  sentence  to 

see  if  it  is  finished. 

The  boy  went  home.  A  pen  is  on  the  desk.  Baby  likes  to  play. 

My  name  is  May.  Papa  is  good  to  me.  Two  boys  are  in  the  yard. 

He  is  a  good  boy.  Baby  is  by  papa. 

(26) 


Followiiiii'  this,  have  a  dietatioii  li'ssoii.     These  sentences  slioiild  contain 

words  that  the  ehihli'cn  know  tliorouyhly  : 

My  doj;  is  black.  A  baby  is  prett.v.  Baby  is  Kood. 

lie  cats  meat.  I'apa   likes  me.  Some  nuts  an-  in  the  cup. 

I'apa  buys  meat.  liaby  is  here.  Two  boys  ran  away. 

Have  them  copy  four  sentences  from  their  readers. 

Have  several  objects  in  the  room,  such  as  a  ball,  a  flower,  a  fan,  a  ))ox,  a 
cup.  a  doll,  a  book,  etc. — all  objects  whose  names  could  be  w^ritten  by  the 
children.  Hold  these  up  one  by  one,  asking  for  a  sentence  about  each.  As 
the  sentences  are  given,  write  them  on  the  board,  properly  begun  and  ended. 

Copy  the  best  sentences  on  the  front  board,  and  have  the  children  copy 
them  for  a  writing  lesson. 

Have  a  large  picture.  Ask  for  sentences  about  the  picture.  Then  send 
the  children  to  the  board,  and  have  them  write  tw^o  sentences  about  the 
picture. 

Have  them  write  a  definite  number,  say,  three,  four,  or  five,  according 
to  their  ability  and  the  time,  about  the  nature-study  material. 

Give  a  familiar  subject,  as  a  car,  the  wind,  the  sun,  a  rainbow,  the  bay. 
a  boat,  and  have  the  children  write  a  definite  number  of  sentences. 

Device. — Have  a  pupil  come  to  the  front  of  the  room  and  face  the  class. 
On  the  board  above  his  head  write  a  .subject.  The  class  then  make  sentences 
until  the  pupil  can  tell  what  it  is.  The  pupil  who  gave  the  last  sentence 
nnist  then  take  his  place. — From  Bulletin  No.  3,  hy  Alma  Patterson ;  edition 
now  exhausted. 

DEVICES  FOR  REVIEW  OF  VERBS. 

1.  Put  on  the  board  the  past  tense  of  the  verbs  to  be  reviewed.  Pass  to 
each  child  a  slip  of  paper  on  which  is  written  a  noun  that  can  be  used  with 
one  or  more  of  the  verbs.  Call  on  the  children  for  sentences  orally,  then 
have  them  pass  to  the  board  and  write  one  or  more,  as:  ate,  drank,  grew 
may  be  the  words  on  the  board.  A  child  may  have  the  word  kitty  on  his 
slip.  When  he  is  called  upon  to  recite  he  will  give  such  sentences  as,  "My 
kitty  ate  meat,"  "My  kitty  drank  milk,"  "My  kitty  grew  into  a  big  cat." 
If  they  substitute  she  or  he  for  the  noun,  there  is  no  objection.  It  sounds 
better,  and  makes  no  difference,  as  the  attention  is  on  the  verb. 

2.  A  variation  of  this  device  is  the  game-  of  postman.  A  child  is  selected 
as  postman.  The  letters  he  carries  contain  three  or  four  words,  the  past 
tenses  of  as  many  verbs.  The  child  pretends  to  read  his  letter,  but  in  reality 
gives  sentences  containing  the  verbs,  as :  The  letter  has  the  words  drew, 
gave.  took.  When  the  child  is  called  upon  to  read  he  perhaps  says,  "I  drew 
a  pretty  picture.    I  gave  it  to  my  mama.    She  took  it  and  gave  me  a  kiss." 

This  may  be  used  as  busy  work,  the  work  being  written  after  once  being 
done  orally. 

3.  The  past  tenses  of  verbs  may  be  put  on  a  ladder,  each  word  on  a  round. 
The  child  climbs  the  ladder  by  giving  or  writing  sentences  with  each  word 
in  order. 

4.  Write  on  the  blackboard  a  list  of  the  verbs  in  the  present  tense.    TVtint 
3— BuL.  9  (27) 


to  a  verb,  call  upon  a  child.  He  performs  the  action  indicated  by  the  verb, 
then  makas  a  sentence  telling  what  he  did.  This  may  be  varied  by  the 
child's  selecting  his  own  verb,  performing  the  action,  while  the  children 
guess  what  he  did,  using  the  past  tense  of  the  verb. 


SAW.     (Second  Time  Over.) 

The  object  is  to  have  the  children  write  the  forms  which  they  have  learned 
to  say.  The  children  should  now  be  able  to  recognize  and  write  a  good 
many  names  of  objects.  The  method  used  is  to  get  the  sentence  from  the 
child,  have  him  read  it,  copy  it,  and  finally  write  it  from  dictation. 

1.  Review  quickly  one  of  the  devices  under  "first  time  over,"  then  write 

on  the  board,  as  the  children  give  the  sentence  in  response  to,  ' '  Tell  me  what 

you  saw.    Tell  me  what  the  boy  saw ' ' : 

I  saw  a  doll.  The  girl  saw  the  cat.  The  man  saw  a  big  box. 

The  boy  saw  a  box.  Mama  saw  the  girl.  Frank  saw  me. 

The  bab.v  saw  the  dog.  I  saw  a  little  ball.  Papa  saw  the  boy. 

I  saw  a  dog  by  the  box.  Briby  saw  two  dolls.  Frank  saw  some  dogs. 

2.  Read  these  in  concert,  then  individually,  and  finally  copy  as  many  as 
you  have  time  for. 

3.  Write  the  word  saw  on  the  board,  then  dictate  the  sentences  of  yester- 
day.   The  children  should  be  able  to  write  the  other  words. 

4.  Dictate  without  writing  the  word  saw,  unless  necessary : 

I  saw  a  man.  I  saw  a  little  girl.  We  saw  you. 

Baby  saw  me.  She  saw  a  dog.  The  girl  saw  mama. 

I  saw  two  dogs.  Papa  saw  me.  Baby  saw  a  new  doll. 

5.  The  children  may  write  four  sentences  of  their  own  containing  saw. 


ATE.     (Second  Time  Over.) 

Review  of  Saw. 

1.  Review  the  first  device  under  "ate."     Then  say:  "Tell  me  what  you 

saw  in  a  cage, ' '  and  write  on  the  board,  ' '  I  saw  a  bird. ' '    Have  the  children 

tell  you  what  the  bird  ate,  and  write  under  the  first  sentence :  ' '  The  bird 

ate  seeds."     In  the  same  way  get  the  following  sentences,  underline  ate, 

and  have  the  sentences  read  and  copied : 

I  saw  a  dog.  The  dog  ate  a  bird. 

I  saw  a  cake.  "  May  ate  the  cake.  , 

I  ate  an  apple.  The  baby  ate  bread. 

May  saw  two  girls.  The  girl  ate  some  candy. 

2.  Dictate  the  sentences  of  yesterday.     Before  doing  so,  write  the  word 
on  the  board,  and  call  attention  to  it. 

3.  Ask  the  children  for  sentences  with  ate.     Write  the  easiest  ones  on 
the  board. 

4.  Have  the  children  make  up  and  write  their  own  sentences. 


(l-'S) 


WENT.     (Second  Time  Over.) 

J\K\  now  OF  Saw  AND  At c. 

1.  Review  U'ent  orally,  using  one  of  the  devices  under  "lirst  time  over. 

2.  Copy: 


I  saw  mama. 
I  went  to  mama. 
I  icent  to  baby. 


Baby  ate  a  nut. 
Baby  icent  to  mama. 
Baby  wont  by  the  dog. 


3.  Dictate  several  sentences  in  review  from  the  lessons  on  ate  and  saw. 
Dictate  the  sentences  under  exercise  2,  using  went. 

4.  For  variety,  act  out  the  verb  ate.  Have  a  child  tell  what  you  did, 
then  have  the  class  write  the  sentence  on  the  board;  as,  "You  ate  cake." 
Do  the  same  with  went  and  saw. 

5.  Dictate  after  teaching  all  the  words :  I  went  to  the  garden.  I  saw  an 
apple.    I  ate  the  apple. 


BROUGHT.     (Second  Time  Over.) 

Review  of  Saw,  We)tt,  and  Ate. 
1.  Review  hroiiyJit  orally,  using  a  device  in  "first -time  over."     Have  a 
child  bring  you  a  fan.     After  you  have  taken  it,  have  the  child  say,  "I 
brought  you  a  fan. ' '    In  the  same  way  get : 

John  brought  me  a  hat.  I  brought  you  a  nut. 

Mary  brought  me  a  doll.  Tom  brought  me  a  ball. 

By  this  time  the  children  should  be  able  to  add  the  review  sentences,  if 
the  teacher  gives  the  word.    AA^rite  only  the  easy  sentences  on  the  board ;  as, 
I  saw  an  apple.  I  ate  some  bread.  I  went  to  the  park. 


2.  Have  these  sentences  copied,  then  dictate  them. 

3.  Combine  sentences  into  parapraphs,  as :  May  went  into  the  yard, 
saw  a  dog  bv  a  tree.    She  brought  him  some  meat.    He  ate  the  meat. 


She 


PAST  TENSE  OF  VERBS  IN  GENERAL.     (Second  Time  Over.) 

Enough  work  has  been  given  above  to  show  the  method.  Each  lesson 
should  contain  a  review  of  the  verbs  previously  learned.  The  following 
sentences  are  added  for  dictation  for  each  verb.  For  review,  sentences  may 
be  taken  from  the  preceding  lessons : 

came  caught 

I  came  to  you.  The  cat  caught  a  rat. 

The  boy  came  to  school.  I  caught  the  baby. 

Two  men  came  by  the  school.  Dan  caught  me. 

A  boy  came  by  me.  The  dog  caught  the  ball. 

The  baby  came  to  school  with  me.  Ned  caught  the  ball. 


threw 
I  threw  the  ball  to  Tom. 
Tom  threw  the  ball  to  Dan. 
I  threw  the  paper  away. 
The  boy  threw  me  down. 


gave 
Baby  gave  me  a  fan. 
I  gave  mama  a  ball. 
Papa  gave  Tom  a  top. 
Mary  gave  you  an  apple. 


(29) 


see 

throw- 

loll 

speak 

drive 

eat 

do 

tak." 

l)p.iiin 

wea  r 

catcli 

run 

say 

l.uild 

tear 

grow 

draw 

hrin;,' 

liny 

win 

conip 

fall 

know 

sell 

ti-ht 

drink 

80 

break 

swim 

sins 

write 

fly 

ride 

bite 

lose 

Review. 

Papa  saw  the  hat.  Mary  brought  lier  lunch.  I  threw  a  ball. 

Raby  went  away.  liaby  came"  to  school.  Tom  did  it. 

I  ate  some  candy.  Ned  caught  a  ball.  Tom  gave  me  an  apple. 

List  of  Verbs  to  be  Taught. 

learn  borrow  walk 

teach  is  help 

set  are  cry 

sit  feed  ring 

lie  jump  climb 

lay  find  need 

think  lend  hear 

As  soon  as  possible  use  for  dictation  short  stories  in  paragraph  form, 
such  as : 

Mary  went  into  the  yard.      She  saw  a  dog  by  a   tree.     She  brought   him  some   meat. 
He  ate  the  meat. 

Tom  came  here.     He  brought  his  dog.     The  dog  caught  a  bird.     He  gave  the  bird  to 
Tom. 

Here  are  some  apples.     Do  you  like  apples?     Tom  ate  one.     He  gave  two  to  Mary. 
He  gave  a  piece  to  the  baby.     She  sat  down  and  ate  it. 

Tom  has  a  new  book.     There  is  a  story  in  it.     Mama   read  it  to  Tom  and  his  sister. 
They  liked  the  story  very  much. 

The  boy   went  to  school.     The   teacher   taught   him  spelling.      He   learned   his   lesson. 
Was  he  not  a  good  boy? 

The  bird  flew  from  the  tree.     It  tore  its  wing  in  the  bnshes.     It  lay  on  the  grass.     The 
boy  brought  it  home. 

I  saw  a  hunter.     He  wore  clothes  of  fur.     He  swam  in  the  river.     Did  you  ever  see  a 
hunter? 

I  gathered  some  fiowers.     They  grew  on  the  hills.     We  laid  them  on  the  table.     Did 
you  ever  find  any? 

I  borrowed  a  book.     It  was  a  story-book.     Our  teacher  told  us  some  of  the  stories. 
We  read  from  the  book. 

Willie  broke  his  skates.     He  ran  too  fast.     He  fell  down.     I  thought  he  knew  how  to 
skate. 

We  went  to  a  picnic  in  the  country.     We  ate  our  lunches  in  the  woods.     We  played 
games.     We  rode  on  the  train.     Then  we  drove  home. 

The   boy   bought  a   slate.     The   man   sold   i/t   to   him.     He   drew   pictures   on   it.      He 
brought  it  home  that  night.     The  teacher  thought  he  drew  very  nice  pictures. 

;Mary  fell  into  the  water.     She  cried  aloud.     Her  brother  .lumped  after  her.     He  swsuu 
with  her  to  the  shore.     He  brought  her  home. 

We  climbed  up  the  tree.     We  found  a  nest.     There  were  some  eggs  in  it.     We  did  not 
take  any.     We  knew  it  was  wrong  if  we  stole  them. 

The  dog  bit  John.     We  heard  John  cry.     We  ran  to  help  him.     We  found  him  lying 
on  the  grass.     We  went  home  with  him. 

They   built   the  schoolhouse  on  the   hill.      We   walked   to  school   every  day.      The  bell 
rang  at  nine  o'clock.     We  always  were  there  early. 

James  had  a  pony.     He  fed  it  every  morning  before  going  to  school.     The  pony  liked 
James  very  much.     It  soon  grew  to  be  quite  big. 

Elsie  needed  a  song-book.     John  lent  his  to  her.     The  children  sang  very  nicely.     The 
little  bird  heard  them  and  began  to  sing  too. 

We  wrote  a  story.     It  was  about  the  squirrels,     "lliey  drank  from  the  brook.     They  fed 
on  acorns.     They  threw  some  acorns  on  the  ground.     We  then  drew  pictures  of  them. 

The  classes  fought  hard  for  the  spelling  banner.     Those  who  worked  the  hardest  won. 

Jack  told  me  about  his  trip.     He  swam  in  the  lake.     A  crab  bit  him.     He  caught  the 
crab  and  brought  it  home. 

The  horse  was  sold.     Mr.    Smith   had  bought    it.     Mary  began   to  cry  when   she  saw 
him  go. 

Mama  bought  some  apples.     I   saw  James  eating  some.     Mama  did  not  wish   him  to. 
James  was  sorry. 

(30) 


Mary  went  to  the  rouiitry.     Slic  wmto  to  me  every  day.     She  came  home  yesterday. 

John  threw  a  rock.  He  broke  a  window.  He  said  h<'  did  not  mean  to  do  it.  I  told 
him  to  be  more  careful.     Then  he  ran  away  to  play. 

Mary  benan  to  draw.  She  drew  some  flowers.  Her  teachei'  told  Iht  that  they  were 
very  pretty. 

I  saw  Mary  playing.     She  was  trying  to  catch  Jack.     She  fell  down  and  tore  her  dress. 

They  went  to  the  river  to  drink.     They  fell  in.     Soon  they  swam  out  again. 

John  sold  his  kite  to  Jack.  Jack  flew  the  kite.  It  caught  in  the  trees.  He  tried  to 
pull  it  down,  but  it  tore.     Then  he  sat  down  and  cried. 

Mr.  Smith  rode  in  his  wagon.  His  horse  fell  down  and  broke  its  leg.  He  brought 
the  horse  home.     It  grew  better.     I  saw  him  drive  it  yesterday. 

She  spoke  to  me  about  her  new  dress.  She  wore  it  Sunday.  I  saw  it  then.  I  told 
her  it  was  very  pretty. 

John  ran  a  race.     He  won  it.     1  knew  he  would. 

She  taught  her  dog  to  sit  up.  It  could  jump,  too.  It  was  a  very  good  dog.  It  would 
not  bite. 

Jack  learned  how  to  build  houses.     He  built  a  house  for  his  pets.     They  are  in  it  now. 

The  boy  climbed  a  tree.  The  bear  climbed  it  also.  He  jumped  down,  and  so  did  the 
bear. 

My  dog  lay  under  the  house.  I  thought  he  was  dead.  He  saw  me  and  ran  out.  I 
fed  him  then. 

I  set  my  lunch  under  a  bush.  I  thought  it  was  safe.  Soon  I  came  back.  Some  tramps 
were  eating  it.     They  said  that  they  just  borrowed  it. 

The  lady  sang  a  song.     It  was  beautiful.     I  told  my  mother  about  it. 

I  helped  Jack  with  his  work.     He  lent  me  a  book.     I  enjoyed  the  story  very  much. 


IT  IS  I— IT  WAS   I.     (Second  Time  Over.) 

1.  Review  all  the  exercises  under  "first  time  over."  having-  the  children 
write  all  the  sentences  as  they  were  given  in  each  exercise. 

2.  Have  these  sentences  completed  and  read  aloud: 

It  was  I  who.  It  is  I  who.  It  was  she  who.  It  is  she  who. 

It  was  he  who.  It  is  he  who.  It  was  they  who.  It  is  they  who. 

3.  Dictate: 

It  was  I  who  knocked  at  the  door.  It  is  I  who  will  help  you. 

It  was  he  who  lost  the  marbles.  It  is  they  who  are  to  blame. 

It  was  they  who  came  to  see  me.  It  was  she  who  went  away. 
It  was  we  who  sang  the  song. 

4.  Answer  each  of  the  following  questions  with  one  of  the  sentences  here 
given : 

It  is  I.  It  was  I. 

It  is  he.  It  was  he. 

It  is  she.  It  was  she. 

Who  told  the  story  so  well?  Who  is  stamping  her  feet? 

Who  brought  me  these  flowers?  Who  is  singing? 

Was  Mr.  Hill  the  man  who  helped  the  Who  was  it  that  fed  the  chickens? 

little  girl?  Was  it  John  or  he  who  left  the  room? 

5.  Tell  this  story,  and  have  it  reproduced : 

One  day  Mary  was  playing  house  with  her  little  friend,  Birdie.  Suddenly,  they  heard 
somebody  knocking  at  the  door.  "Who  is  there?"  they  cried.  "It  is  I,"  said  a  voice. 
"I  wonder  who  it  is."  said  Birdie.  "It  might  be  your  brother."  "Oh,  it  isn't  he;  he 
went  out  a  long  time  ago,"  said  Mary.  When  they  opened  the  door  they  couldn't  see 
anybody.  So  they  began  to  play  again,  when  again  they  heard  somebody  knocking  at 
the  door.  Mary  said.  "Who  is  there?"  "It  is  we,"  cried  some  voices;  but  when  they 
opened  the  door  they  couldn't  see  anybody  this  time.  Finally  Mary  said,  "Oh  I  I  know 
who  it  is,  it  is  my  cousins."  Birdie  said,  "Do  you  think  it  is  they?"  "Yes:  let  us 
stand  here  and  catch  them."     So  when  they  knocked  again  Birdie  opened  the  door  quickly, 

.    (31) 


and  caught  the  boys.  Mary  said.  "Did  you  knock  at  this  door  before?"  The  boys  said, 
"It  wasn't  we,  it  was  Ella."  hut  Birdie  said,  "It  wasn't  she."  Finally  the  boys  said  that 
they  were  only  fooling-,  and  (hat  it  was  they  who  knocked  at  the  door. 


AM   NOT— IS   NOT— ARE   NOT. 

1.  Begin  in  a  very  quick  way  with  the  first  row,  saying, ' '  I  am  not  talking. 
Tell  me  what  you  are  not  doing."  Each  child  gives  one  sentence.  To  the 
next  row  say,  "He  is  not  thinking.  Tell  me  something  else  he  is  not  doing." 
In  the  same  way,  go  around  with,  ' '  You  are  not, "  "  She  is  not, "  "  They  are 
not."  This  is  very  successful,  if  done  quickly,  not  waiting  for  the  slower 
ones.    They  will  get  it  by  hearing  the  others. 

2.  "Write  on  the  board  fourteen  sentences,  calling  for  them  after  the 
above  exercise,  and  have  them  copied;  as, 

I  am  not  playing  in  school.  They  are  not  doing  their  work. 

Your  are  not  always  in  your  seat.  He  is  not  standing  by  the  window. 

He  is  not  writing  his  lesson.  She  is  not  playing  the  piano. 

We  are  not  singing  softly.  Mama  is  not  at  home  now. 

They  are  not  good  friends  now.  The  boys  are  not  playing  in  the  yard. 

She  is  not  buying  some  meat.  I  am  not  listening  now. 

The  teacher  is  not  hearing  the  class  spell.       The  girls  are  not  writing  well. 

3.  Have  the  children  answer,  first  orally,  then  written,  the  following 

questions.    The  answers  should  all  begin  with  no : 

Are  you  going  to  the  park  to-day?  Are  you  going  home  early  to-night? 

Is  she  fond  of  candy?  Is  he  to  be  promoted  next  year? 

Is  he  always  on  time?  Are  they  to  walk  quickly  by? 

Are  they  reading  a  new  book?  Are  you  playing  tag  now? 

Are  we  to  sing  "America"  to-day?  Are  they  in  the  fourth  grade? 

Are  they  doing  their  work?  Is  he  looking  at  the  deer? 


4.  Dictate  these  sentences : 

He  is  not  the  boy  I  want. 

No,  I  am  not  going  to  the  park. 

It  is  not  right  to  fight. 

She  is  not  well  to-day. 

The  men  are  not  in  the  field. 


They  are  not  ready  to  go. 
The  old  man  is  not  my  friend. 
The  two  boys  are  not  hurt. 
I  am  not  eight  years  old  yet. 
Papa  is  not  in  the  city  to-day. 


5.  This  may  be  followed  by  a  series  of  lessons  on  questions.  See  Topic 
"Questions,"  page  37. 

CONTRACTIONS. 

1.  Say  to  the  children,  "We  are  to  have  a  game  to-day.  I  shall  say 
something,  and  you  maj^  say  exactly  the  opposite.  We  shall  begin  with  the 
first  row.    I  am  singing.    You  may  say,  '  I  am  not  singing, '  and  so  on. ' ' 

Give  the  following  sentences  to  the  first  row : 


I  am  talking. 
I  am  playing. 


I  am  trying. 
I  am  walking. 


I  am  whisperinE 
I  am  singing. 


To  the  second  row  give:  "You  are  talking,"  etc.  The  children  answer, 
"You  are  not  talking." 

To  the  third  row  give:  "They  are  singing";  then,  "He  is  singing";  then, 
' ' She  is  singing, "  " The  boy  is  singing, "  "He  was  talking. ' '  Do  this  very 
quickly,  and  keep  track  of  the  time  it  takes.  Tell  them  that  we  shall  try 
to  see  if  we  can  not  do  it  in  less  time.    Instead  of  saying,  ' '  I  am  not, ' '  they 

(32) 


may  say,  "I'm  not."    Tell  the  second  row  what  to  say  when  it  comes  their 

turn.     The  children  enjoy  this  very  much,  and  want  to  do  it  again. 

After  going  around  the  room  with  the  contractions,  call  for  two  sentences 

from  each  row,  write  them  on  the  board,  and  have  them  copied ;  as, 

I'm  not  talking.  Tliej'  aren't  sinsing.  He  wasn't  talking. 

I'm  not  reading.  They  aren't  playing.  She  isn't  sewing. 

You  aren't  laughing.  lie  isn't  sitting  still.  She  isn't  playing  the  piano. 

You  aren't  walking.  lie  isn't  running.  She  wasn't  playing. 

2.  Give  the  contractions  as  a  part  of  the  spelling  lesson. 

3.  Write  on  the  board  the  contractions,  and  have  them  make  up  two 
sentences  about  each,  writing  them  on  paper;  as, 

I'm  You  aren't  They  aren't  He  isn't  She  isn't  She  wasn't 

4.  Write  the  following  sentences  on  the  board,  having  the  children  write 

the  opposite  or  denial : 

I  am  playing  in  the  garden.  She  is  buying  a  new  hat. 

The  boy  is  doing  his  work.  They  are  eating  two  apples. 

The  men  are  building  a  house.  My  sister  is  singing  in  the  church. 

The  lady  is  mending  her  glove.  The  acorn  is  on  the  ground. 

You  are  doing  your  work  well.  The  boy  is  on  the  street. 

He  is  playing  school  with  his  sisters.  The  frogs  are  swimming  in  the  pond. 

There  is  a  piece  of  pie  on  the  table.  I  was  swinging. 

He  is  a  dear  little  baby.  He  was  laughing. 

5.  Have  the  children  answ^er  these  questions,  beginning  each  sentence 

with  no  and  a  comma: 

Are  you  reading  the  Second  Reader  now?       Is  he  working  in  the  store? 

Am  I  going  with  you  to-night?  Is  she  cooking  the  dinner? 

Is  she  eating  her  dinner?  Are  they  wading  in  the  water? 

Is  Jane  studying  her  lesson?  Is  the  sun  shining? 

Are  they  studying  arithmetic  now?  Was  he  telling  the  story? 

Are  you  picking  flowers?  Was  I  reading  a  book? 

Are  you  planting  corn? 

6.  Write  the  short  form  of  the  following ;  then  use  in  a  sentence : 

I  am  not.      Y"ou  are  not.       He  is  not.       She  is  not.      They  are  not.       He  was  not. 

7.  Dictate  the  following  sentences : 

I'm  not  reading  in  the  Second  Reader.  They  aren't  picking  flowers. 

I'm  not  going  with  you  to-night.  They  aren't  planting  corn. 

She  isn't  eating  her  dinner.  He  isn't  working  in  the  store. 

Jane  isn't  studying  her  lesson.  They  aren't  wading  in  the  water. 

They  aren't  studying  now.  The  girl  wasn't  doing  it. 

8.  Hold  before  the  class  a  picture  which  shows  several  children  or  animals 
performing  some  act.  One  child  must  have  his  eyes  closed  so  as  not  to  see 
the  picture.  Let  him  ask  questions;  as,  "Are  the  children  running?" 
"The  children  aren't  running."  "Are  they  eating?"  "They  aren't 
eating." 

9.  Choose  a  boy  and  have  him  decide  what  kind  of  a  store  he  will  keep. 
While  the  teacher  steps  out  of  the  room  the  boy  tells  the  class  what  kind 
of  a  store  he  keeps.  The  teacher  comes  in  and  tries  to  find  out  the  kind  of 
store  by  asking,  ' '  Does  he  keep  a  candy  store  ? ' '  Some  child  is  called  upon 
who  replies,  "No,  he  doesn't  keep  a  candy  store."  The  questions  go  on 
until  the  teacher  guesses  correctly.     This  may  be  varied  by  having  two 

(33) 


children  keep  a  store  together.    The  question  then  is,  Do  they  keep  a  candy 

store?  and  the  answer,  No,  they  don't  keep  a  candy  store. 

10.  Have  the  chiklren  repeat,  individually  and  in  concert,  the  following 

sentences  until  they  are  perfectly  familiar  with  the  sound : 

I  do  not  like  to  run.  We  do  not  march  every  day. 

lie  does  not  ride  a  liorse.  They  do  not  come  to  school. 

She  does  not  go  to  school.  It  does  not  look  well. 

Th(>  baby  does  not  cry.  The  boys  do  not  care  to  go. 


11.  Fill  in  the  blanks: 
I  do  not  . 


You  do  not  — 
He  does  not  - 
She  does  not 


We  do  not  

They  do  not 

It  does  not  


The  boys  do  not 


12.  Answer  the   following  questions,   using   do    not   or  does   not  in   the 


answer : 

Do  you  like  to  sing? 
Does  the  boy  ride  a  horse? 
Does  the  man  work  hard? 
Do  we  have  school  to-day? 


Do  they  have  new  pens  to-day? 
Does  it  have  wheels? 
Does  she  play  well? 


13.  Repeat  the  exercises,  using  docs)i't  and  don't  instead  of  docs  not  and 
do  not. 

THERE  ARE— THERE  WERE.     (Second  Time  Over.) 

1.  Get  by  questions  the  following  sentences.     Write  them  on  the  board 
and  have  them  copied.    The  next  day  dictate  them : 


There  are  twenty  children  in  our  room. 
There  are  many  plants  in  our  garden. 
There  are  three  fish  in  the  jar. 
There  are  many  silkworms  spinning  silk. 
There  are  two  pencils  on  my  desk. 


There  are  two  men  on  the  street. 
There  were  three  bears  in  the  woods. 
There  were  two  frogs  in  the  water. 
There  were  three  little  pigs  in  the  pen. 
There  were  two  mice  in  the  trap. 


2.  Stiy  to  the  children :  "I  am  thinking  of  something.  There  are  many 
leaves  on  it.  There  are  many  seeds  on  it.  There  are  wings  on  the  seeds. 
What  is  it?"  "I  am  thinking  of  something  else.  There  are  two  windows 
in  it.  There  are  two  doors  in  it.  There  are  two  horses  in  it.  What  is  it?" 
Give  each  child  a  card  with  one  of  the  following  words  on  it.  The  children 
make  up  two  sentences  with  there  are  about  each: 

rosebush  bird  cat  book  hat  house  garden 

desk  boat  table  drtss  picture         cupboard         mouse-trap 

a(iuariuni  vase  coat  hill  beach  stove  piano 

After  all  have  finished,  the  children  take  turns  in  reading,  the  others 
guessing,  then  three  of  the  best  are  dictated ;  as, 

I  am  thinking  of  something.  There  are  two  long  pieces  of  wood  in  it.  There  are  two 
iron  pieces  on  the  sides.     There  are  three  seats  in  it.     What  is  it?     A  boat. 

I  am  thinking  of  something.  There  are  many  pictures  on  it.  There  are  flowers  in  it. 
What  is  it?    A  vase. 

There  are  two  doors  to  it.  There  are  many  shelves  in  it.  There  are  dishes  in  it. 
Wliat  is  it?    .1  cupboard. 

3.  Copy  from  your  readers  the  sentences  containing  there  are  and  also 
those  containing  tltere  were. 


(34) 


4.  riaee  on  the  desk  llic  objects  as  in  device  1.  lirst  time  over,  and  have 
the  children  make  up  sentences  about  them,  usiu^'  there  are. 

5.  Have  these  questions  answered: 

How  many  children  are  there  in  the  roomV  lluw  many  desks  arc  there  in  eaeh  row? 

How  many  boys  are  there?  How    many    windows    are    tiiere    in    the 

How  many  girls  are  there?  room? 

THERE   IS— THERE   WAS.     (Second  Time  Over.) 

1.  Put  several  things  on  the  table  in  sight  of  the  class.     "Tell  me  what 

there  is  on  the  table."     "Tell  me  what  there  ivS  on  the  stove;  on  the  chair; 

in  the  yard."    Write  the  sentences  as  they  are  given. 

There  is  a  box  on  the  table  now.  There  is  a  pan  on  the  stove. 

There  is  a  new  book  on  the  table.  There  is  a  cat  on  the  chair. 

There  is  a  knife  on  the  table.  There  is  a  boy  in  the  yard  now. 

If  it  had  happened  yesterday,  how  would  I  have  written  it? 

There  was  a  box  on  the  table.  There  was  a  pan  on  the  stove. 

There  was  a  new  book  on  the  table.  There  was  a  cat  on  the  chair. 

There  was  a  knife  on  the  table.  There  was  a  boy  in  the  yard. 

Have  these  sentences  copied,  and  later  dictate  them  to  the  class. 

2.  Have  these  questions  answered  orally,  then  written : 

^Vhat  is  there  on  the  board?  What  was  there  on  the  table  yesterday? 

What  is  there  on  the  table?  What  was  there  in  the  yard  yesterday? 

Vriiat  is  there  on  the  chair?  What  was  there  on  the  street  yesterday? 

What  is  there  on  the  stove?  What  was  there  on  the  desk  Monday? 

What  is  there  nnder  the  stove?  What  was  there  in  the  office  this  morning? 

3.  Write  four  sentences  beginning  with  there  is.  AVrite  four  beginning 
with  there  was. 

SINGULAR  AND   PLURAL. 

1.  Draw  on  the  board  the  picture  of  a  top,  a  hat,  an  apple,  a  bird,  a 
turtle,  a  tree,  a  book,  etc.  On  another  part  of  the  board  draw  two,  three, 
or  four  of  the  same  objects.  The  children  may  then  tell  what  was  drawn 
on  the  front  board,  and  also  how  many  and  what  were  drawn  on  the  side 
board.  Have  them  enunciate  very  clearly  the  "s"  in  the  plural.  Then 
have  them  give  sentences  telling  something  about  one  top,  about  two 
tops,  etc. 

2.  Have  a  number  of  objects  in  a  box.  The  children  come  and  take  from 
the  box  all  they  can  find  of  any  one  thing,  saying  very  clearly,  ' '  I  took  three 
books."  "I  took  three  pencils,"  etc.  Use  this  to  review  the  verbs;  as,  "I 
found  two  pencils,"  "You  gave  me  a  pen,"  "I  brought  you  a  book,"  "We 
sang  one  song  to-day,"  "There  are  three  marbles  in  my  pocket,"  "There 
were,"  etc. 

3.  To  teach  the  children  some  of  the  harder  plurals,  say,  "How  many 
would  like  to  know  what  is  in  this  box  ?  You  may  find  out,  and  tell  the 
class."  Insist  on  having  them  use  the  word  box  in  their  answers.  Have  a 
number  of  little  boxes  in  one  big  one.  "You  may  tell  me  how  many  little 
boxes  there  are  in  this  big  box.  Count  the  big  boxes  in  the  cabinet.  How 
many  are  there?     How  many  boxes  are  on  my  desk?     How  many  boxes 

(35) 


have  you  at  home?  You  may  take  out  your  pencil-boxes.  How  many  in 
the  first  row  ?    The  second  row  ?    How  many  in  the  room  ? ' ' 

"What  does  the  storekeeper  keep  in  boxes?" 

"What  do  we  keep  in  boxes?  How  many  boxes  on  the  nature-study 
shelf?" 

"Draw  one  box  on  the  board.  Draw  two  boxes.  How  many  are  one 
box  and  two  boxes?" 

4.  Take  up  man  and  men  in  the  same  waj',  drawing  one  man  walking, 
jumping,  running,  singing,  creeping,  etc.  The  children  give  sentences 
telling  what  the  man  is  doing.  Then  draw  one  more  man.  "There  are  two 
men  now.  Tell  me  what  the  two  men  are  doing.  How  many  men  come 
to  visit  you  every  day?  How  many  men  do'es  it  take  to  run  a  street  car? 
Let  us  count  to  see  how  many  hands  the  two  men  have.  How  many  feet? 
How  many  ej'es?  How  many  ears?  Noses?"  Insist  on  their  using  men  in 
the  answer. 

5.  Have  some  pictures.  The  children  give  sentences  about  the  men  in 
the  pictures  and  what  they  are  doing. 

6.  Have  them  take  their  readers,  and  find  out  how  many  pictures  of  men 
there  are  on  a  certain  page,  what  they  are  doing,  etc. 

7.  In  the  same  way  teach  the  plurals  of  tooth,  foot,  mouse,  leaf,  child, 
fish.  This  they  learn  from  the  fish  in  their  aquarium,  kept  in  the  room 
all  the  time. 

8.  Device  for  Review. — Keep  drawn  on  the  board  permanently  the 
picture  of  a  man,  tooth,  foot,  mouse,  leaf,  and  child,  and  in  another  place 
two  or  three  of  each.  The  children  give  in  concert  each  day  for  a  time:  "I 
see  one  man, "  "  I  see  one  foot, ' '  etc.  They  also  turn  to  the  other  board  and 
say,  "I  see  two  men,"  "I  see  two  feet,"  etc.  Call  on  them  individually  for 
the  same  thing.    Have  them  make  up  sentences  about  the  pictures. 

Second  Time  Over. 

By  this  time  the  children  can  give  orally  the  plurals  of  all  the  common 
nouns  in  their  vocabulary  and  write  the  singular  number. 

1.  Put  on  the  board  this  list : 

A  fish.  A  horse.  A  boy. 

A  dog.  A  frog.  A  man. 

A  cat.  A  child.  A  leaf. 

Have  the  children  tell  something  each  one  of  these  does.     As  they  give 

the  words,  fill  in  the  sentences.     They  then  tell  what  all  fish  do.     These 

write  also  and  at  their  dictation,  having  them  enunciate  clearly  the  "s," 

if  it  is  present.    Have  them  copy  both  sets ;  as, 

A  fish  swims.  X\\  fish  swim. 

A  dog  barks.  All  dogs  bark. 

A  cat  mews,  etc.  All  cats  mew,  etc. 

2.  Have  another  exercise  like  the  first,  reviewing  many  familiar  names 
and  adding  mouse,  tooth,  foot. 

3.  Write  on  the  board  all  the  singular  nouns  so  far  studied ;  call  on  them 
for  the  plurals,  write  them  opposite,  and  have  the  class  pronounce  and  copy. 

(36) 


4.  Dictate  the  following  sentences: 

There  are  two  men  on  the  street.  The  women  areirt  Imyini;  any  new  hats. 

I  keep  my  teeth  well  brnshed.  Five  fish  are  in  the  jar. 

My  feet  are  not  muddy  to-day.  The  leaves  fall  from  the  trees. 

The  children  are  playing  in  the  yard.  I  caught  two  mice  in  a  trap. 

There  are  four  deer  by  the  river.  They  have  four  bo.\es  of  marbles  in  their 

I  hear  some  mice  making  a  hole.  rooms. 

He  knows  where  to  catch  some  fish. 

5.  Write  on  the  board,  men.  women,  teeth,  feet,  children,  boxes,  fish, 
leaves,  mice,  and  have  tlie  children  make  up  sentences,  fir.st  orally,  then  in 
writing. 

6.  Dictate  the  words  of  exercise  5  meaning  one,  and  have  the  children 
write  the  word  meaning  more  than  one. 

7.  Take  as  a  spelling  lesson  the  following  words :  babies,  ladies,  flies, 
knives,  loaves,  wolves,  calves. 

8.  Write  the  list  on  the  board,  have  the  words  pronounced  clearly,  and 
oral  sentences  given  about  each  word.  Write  these  sentences  on  the  board, 
and  have  them  copied: 

There  are  many  babies  on  our  street.  I   bought   two   loaves  of  bi"ead   for   my 

The  ladies  went  to  tea  this  afternoon.  mother. 

Frogs  like  to  eat  flies.  The  wolves  ate  the  sheep. 

Boys  make  boats  with  their  knives.  I  see  a  picture  of  two  little  calves. 

9.  Dictate  the  sentences  in  exercise  8. 

10.  Pass  out  to  the  class  some  small  pictures  of  one  or  many  of  various 
animals  and  objects.  Have  the  children  pass  to  the  board,  and  write  a 
"there  is"  or  "there  are"  stor3^  about  the  picture,  and  tell  also  what  the 
object  was  good  for  and  what  it  could  do.  Have  these  sentences  read 
in  turn. 

11.  Have  them  change  these  sentences  to  mean  more  than  one,  first  orall}', 

then  in  writing: 

I  have  a  baby  at  home.  The  child  broke  a  slate. 

My  pencil  is  in  my  desk.  The  fish  is  in  the  jar. 

The  calf  played  in  the  field.  I  lost  a  tooth  to-day. 

We  ate  a  loaf  of  bread  for  breakfast.  We  drew  a  leaf  to-day. 

I  saw  a  lady  to-day.  The  man  hurt  his  foot. 

The  frog  ate  a  fly.  The  wolf  broke  into  the  yard. 

The  m;in  rode  to  town.  I  caught  a  mouse  in  the  trap. 


QUESTIONS. 

Tell  the  children  the  story  of  "The  Sheep  and  the  Pig"  (Sara  E.  Wiltsie: 
Folklore  Stories  and  Proverbs,  page  32).  Have  the  children  act  it  out. 
After  each  speaking  part  has  been  taken,  those  left  are  moss  or  pegs.  Be 
careful  that  the  questions  are  clearly  asked. 

Give  the  story  of  "The  Little  Red  Hen  and  the  Grain  of  Wheat,"  in 
dialogue  form;  it  can  easily  be  acted  oitt.  Also  other  stories,  such  as:  "The 
Three  Bears,"  etc.;  "Henny  Penny"  (Sara  E.  Wiltsie:  Folklore  Stories 
and  Proverbs,  pages  1-18 ) .  For  ' '  Little  Eed  Hen, ' '  see  under  ' '  Did, ' '  First 
Grade,  page  12. 

(37) 


Second  Time  Over. 

1.  Tell  three  children  to  get  something  in  their  hands,  not  to  let  any  one 

see  it,  and  come  to  the  front  of  the  room.    "Now,  you  tell  me  when  I  guess 

what  it  is.     Gaspar,  is  it  a  pencil?     Is  it  some  chalk?     Is  it  candy?     Is  it 

a  pencil?"    "Yes."    "I  guessed  it.    Now,  May,  is  it  your  cap ?    Is  it  a  box? 

Is  it  a  flower ? "    "Yes."    "Now,. Louis,  is  it  a  knife?    Is  it  a  nut?    Is  it  a 

pen-wiper?"     "Yes."     "Now  the  children  may  guess  what  I  have.     The 

question  that  brings  'yes'  will  be  written  on  the  board."     The  following 

are  the  questions.     Make  the  question  mark  with  colored  crayon  : 

Is  it  a  flower?  Is  it  colored  crayon?  Is  it  a  nut? 

Is  it  your  handkerchief?  Is  it  a  bottle?  Is  it  a  blotter? 

Is  it  candy?  Is  it  an  apple?  Is  it  a  pen? 

Have  these  sentences  copied. 

2.  The  next  day  take  questions  beginning  with  "can  it."  "Have  you  a 
pet  at  home,  Walter?  I  am  going  to  guess  what  it  is.  Can  it  run?  Can 
it  bark  ?    Then  it  is  a  dog. ' ' 

"Have  you  a  pet,  Edith?  Can  it  sing?  Can  it  purr?  Then  it  is  a  cat. 
Now,  I  have  a  pet  at  home.     Guess  what  it  is." 

Ask  questions  beginning  with  "can  it."     Put  all  the  questions  on  the 

board.    It  helps  the  children  in  asking.    Have  the  following  copied : 

Can  it  jump?       Can  it  bite?         Can  it  eat?  Can  it  run?  Can  it  fight? 

Can  it  sing?         Can  it  hop?  Can  it  talk?  Can  it  bark?        Can  it  run  up  a  tree? 

3.  Now  take  ' '  has  it ' '  questions.  Have  a  number  of  pictures.  Let  Helen 
choose  one,  then  ask,  "Has  it  four  legs?  Has  it  two  horns?  Has  it  wool 
on  its  back?  Then  it  is  a  sheep.  Now,  I  have  one,  and  you  may  guess. 
The  one  who  guesses  may  have  the  picture.  We  will  write  on  the  board  the 
question  that  makes  you  think  what  it  is." 

Have  the  children  copy  these  : 

Has  it  fur  on  its  back?      Has  it  horns?  Has  it  two  legs?      Has  it  long  hind  legs? 

Has  it  long  ears?  Has  it  a  trunk?  Has  it  long  hair?     Has  it  any  legs? 

Has  it  feathers?  Has  it  a  long  neck? 

4.  Follow  these  by  questions  beginning  with  "are  they."    Hold  a  picture 

in  your  hand  so  that  the  children  can  not  see.     "You  may  guess  what  the 

children  are  doing. ' '     Copy  these  sentences  : 

Are  they  playing  ball?  Are  they  walking  along? 

Are  they  running?  Are  they  sitting  under  a  tree? 

Then  take  other  pictures,  make  a  list  of  ten  sentences,  write  them  on  the 
board,  and  have  them  copied  by  the  children. 

5.  By  this  time  the  children  should  have  an  idea  of  what  questions  are. 
Take  a  picture.     "What  is  the  little  girl  doing?     Where  is  she  going? 

What  is  her  name?  Now  you  may  ask  me  anything  you  wish  about  this 
new  picture.  I  will  answer  your  questions."  Write  ten  of  the  best 
questions  on  the  board,  and  have  them  copied. 

6.  Write  on  the  board  : 

Are  you  a  good  boy?  Will  you  lend  me  your  book?  Have  you  a  pencil? 

What  do  we  call  these  sentences?  How  do  they  end?  Take  out  your 
readers,  and  read  a  question.  How  does  it  end  ?  Copy  all  the  questions  on 
page  3,  First  Reader.  (38) 


7.  Read  thi^  story  oti  pauc  7().      Ask  six  (questions  al)()ul  llu'  story. 

8.  I)i('tat(>  llu"  rollowiii^  (|U('st  ions  : 

What  is  till'  lio.v  (l()iiiL;V  Can  you  write  vvoIlV 

WluTi'  ari'  you  soiu^V  Does  the  fish  come  to  the  lop  to  hrcallicV 

Has  the  boy  a  whipV  Are  you  having  a  sooii  tiincV 

Wliat  (hH's  the  eat  do'!  Is  she  going  honieV 

Who  has  soon  my  dogV  How  do  you  spell  your  uaincV 

9.  Have  the  children  ask  two  tiuestions  they  wouhl  like  to  have  answered, 
about:  the  silkworms;  the  tent  eaterpillar.s;  the  oak  .ualls;  the  polliwogs; 
the  frogs ;  the  sprouting  seeds. 

10.  Put  up  a  large  picture  before  the  class,  and  tell  the  childreu  to  write 
five  (luestions  about  it. 

11.  Divide  the  class  into  two  parts.  Send  one  half  to  the  board  to  write 
questions;  the  other  half  to  answer  them.  The  first  sentence  completed  is 
to  be  answered  by  the  one  who  sees  it.  If  any  one  makes  a  mistake,  the 
one  who  discovers  it  takes  his  place. 

12.  Have  the  following  story  reproduced  orally : 

Once  there  was  a  little  boy  named  Tom.  He  had  a  dog,  Carlo.  Tom  and  Carlo  were 
very  good  friends.  One  day  mama  left  them  out  in  the  garden  playing.  Soon  she  came 
out  and  called,  "Tom,"  as  loud  as  she  could.  But  Tom  did  not  answer.  Then  she  heard 
Carlo  barking.  She  ran  as  fast  as  she  could  to  the  spot.  What  do  you  think  she  saw? 
There  on  the  grass  lay  Tom.  all  wet  and  cold.  He  had  slipped  and  fallen  into  the  water. 
How  do  you  think  he  got  out? 

18.  If  the  children  do  not  have  the  idea  of  a  question  by  this  time,  follow 
this  series  with  some  lesson  on  ' '  did  he, ' '  etc. 

14.  Have  a  picture  of  a  little  boy  with  a  small  bucket  and  a  spade.  Say 
to  the  class,  "What  do  you  think  this  little  boy  did?  If  you  ask  me,  I  will 
tell  you  when  you  are  right."  Put  the  questions  on  the  board  and  have 
them  copied. 

15.  After  such  subjects  as  "I  have  no,"  "I  haven't  any,"  "isn't,"  "are 
not,"  "there  is,"  "are,"  "was,"  "were,"  etc.,  take  up,  as  an  extra  time 
over,  the  same  thing,  only  in  question  form,  using  the  same  exercises  as 
under  ' '  Questions. ' ' 

16.  If  some  children  are  careless  about  putting  in  the  qucvstion  marks — 
and  by  careless  I  mean  that  they  know  when  to  put  in  the  marks  and  where, 
if  their  attention  is  called  to  it — write  a  story  on  the  board,  leaving  out  the 
periods  and  question  marks.  The  children  copy,  putting  in  the  proper 
marks.  A  hectograph  copy  for  each  child  is  better.  This  is  not  a  means  of 
teaching,  but  a  cure  for  careless  work. 

"Big  Spider  and  Little  Spider"  (Sara  E.  Wiltsie:  Folklore  Stories  and 
Proverbs,  page  11)  is  a  good  story  for  this  purpose. 

17.  The  story  of  "The  Ugly  Duckling"  contains  some  good  questions. 


(39) 


May  I. 

1.  Select  a  child  for  teacher  and  have  her  take  the  teacher's  chair.     The 

children  are  to  ask  questions.    Whisper  to  each  child  a  question,  then  have 

the  pupil-teacher  call  upon  the  children  individually.     Sach  questions  as 

the  followino;  are  good  ones : 

May  I  close  the  window?  May  I  look  at  the  silkworms? 

May  I  leave  the  room?  May  I  put  this  into  the  waste  basket? 

May  I  ask  John  for  a  pencil?  May  I  write  on  the  board? 

May  I  go  to  the  stove?  May  I  clean  the  erasers? 

2.  Have  the  children  think  of  something  they  can  do  and  would  like  to 
do.    Ask  permission  to  do  it. 

3.  Make  these  sentences  complete : 

go  to  the  park?  read  a  story? 

look  at  the  picture?  do  the  next  example? 

take  care  of  the  baby?  go  home? 

sing  a  song?  speak  to  May? 

draw  a  picture?  get  a  drink  of  water? 

4.  Have  a  list  of  questions  on  the  board.    With  the  help  of  the  children 

select  the  beginning  word  of  the  question,  and  make  a  list  of  these  words  on 

the  board.     Erase  the  question;  then  have  the  children  make  their  own, 

using  as  the  first  word,  one  of  the  words  on  the  board. 

Did  you  go  to  the  city?  Can  you  hear  the  watch  tick? 

Are  you  warm?  What  did  the  bear  tell  you? 

Were  you  at  the  park?  Why  did  you  not  go? 

Is  Edith  going  home?  May  I  be  monitor  for  my  row? 

Where  are  you  going?  Who  will  do  this? 

Did  you  feel  the  earthquake?  Do  you  like  to  spell? 

Have  you  a  dog?  Has  he  a  new  knife? 

Can  you  jump  the  rope?  Do  you  like  to  buy  candy? 

Does  he  live  here?  Have  you  a  piece  of  meat? 

Why  did  you  run  too  far?  Where  did  they  put  their  books? 

The  Three  Butterflies. 

Three  butterflies  were  caught  in  a  shower  of  rain.  One  was  white,  one 
was  yellow,  and  one  was  brown.  They  were  far  from  home.  They  did  not 
know  M^hat  to  do. 

They  saw  a  white  tulip  and  flew  to  her.  "Please  may  we  come  into  your 
house?"  they  called.  "Only  the  white  butterfly  may  come  in,"  said  the 
tulip.  "Her  wings  are  the  color  of  my  house."  "If  you  will  not  take  my 
friends,  I  shall  not  come  in,"  said  the  white  butterfly. 

They  flew  to  a  yellow  tulip.  "Please  may  we  come  into  j^our  house  until 
the  rain  is  over?"  they  asked.  "Only  the  yellow  butterfly  may  come  in," 
said  the  tulip.  "Her  wings  are  the  color  of  my  house."  "If  you  will  not 
take  my  friends,  I  shall  not  come  in,"  said  the  yellow  butterfly. 

They  flew  to  a  brown  tulip.  "Please  may  we  come  into  your  house  until 
the  rain  is  over?"  they  asked.  "The  brown  butterfly  may  come  in,"  said 
the  tulip.  "Her  wings  are  the  color  of  my  house."  "If  j'ou  will  not  take 
my  friends,  I  shall  not  come  in,"  said  the  brown  butterfly. 

Just  then  they  heard  the  elm  tree  call  to  them.  She  said,  "Come  to  my 
branches  until  the  rain  is  over."  So  the  three  butterflies  went  in  out  of 
the  rain.  (40) 


UNIVERSITY 

or 


TWO. 

1.  Have  on  the  desk  two  boxes,  two  pieces  of  chalk,  two  erasers,  two  pens, 
pencils,  cups,  books,  etc.  Call  on  the  children  to  give  sentences  telling  how 
many  there  are. 

2.  "Write  for  them  on  the  board  three  of  the  sentences,  underlining  two: 
There  are  two  pens  on  the  desk.     There  are  two  pencils  on  the  desk.     There  are  two 

erasers  on  the  desk. 

3.  Send  them  to  the  board  to  write  two  sentences,  each  telling  about  two 
objects  on  the  desk. 

4.  Have  one  child  make  up  a  sentence  using  two,  and  another  write  it 
on  the  board. 

5.  Perform  several  acts,  having  the  children  write  on  the  board  w^hat  was 
done;  as,  "You  put  two  books  on  the  desk.  You  took  two  pencils  from 
the  table." 

6.  Dictate: 


Two  pens  are  in  my  desk. 
Two  girls  came  here  last  night. 
There  are  two  frogs  in  our  cage. 
I  have  two  hands. 
I  have  two  apples  for  lunch. 
Mama  gave  me  two  ribbons. 


There  are  two  windows  in  my  room. 
The  boys  brought  two  worms  for  the 

water-dog. 
I  have  read  two  books. 
The  boy  missed  two  words. 


A  dog    < 


7.  Have  the  children  write  a  list  telling  about  everything  of  the  body 
that  there  are  two  of;  as,  two  eyes.  Have  them  write  sentences  telling  all 
the  things  at  home  that  there  are  tw^o  of;  as,  "There  are  two  beds  in  my 
room,"  etc. 

PRESENT   TENSE. 

1.  Write  on  the  board  the  word  dog.  Tell  the  children  that  you  will 
make  a  list  of  all  the  things  a  dog  does,  and  then  as  they  name  the  various 
actions  write  them  down  in  this  way : 

jumps. 

barks. 

howls. 

eats. 

drinks. 

runs. 

wags  his  tail. 

lies  down. 

chases  cats. 

hunts  rabbits. 

After  this,  write  down  in  another  place  All  dogs.  Then  have  the  children 
go  over  the  list  and  see  what  changes  must  be  made.  The  new  list  will 
look  like  this : 

r    jump, 
bark, 
howl, 
eat. 
drink, 
run. 

wag  their  tails, 
lie  down, 
chase  cats, 
hunt  rabbits. 
(41) 


All  dogs    < 


Have  the  children  read  the  sentences  aloud,  pronouncinu-  elearely  the  .s  in 
jumps,  barks,  etc.,  and  in  the  plural  form  the  s  in  dogs. 

2.  Give  the  children  such  groups  as,  A  horse,  a  cow,  a  baby,  a  ma)i ;  then 
Many  horses,  all  cows,  all  babies,  many  men,  some  men,  a  few  horses,  etc., 
and  have  them  make  out  the  lists. 

8.  Write  these  sentences  on  the  board.  Have  the  children  rewrite  them 
so  they  will  mean  many  instead  of  one.  Give  as  a  spellint;  lesson  those 
words  that  chan^iv  y  to  i  for  the  singular  form,  as  /lies,  cries:  and  those 
that  add  es,  as  catches,  goes,  does. 

The  boy  sees  the  dog.  The  apple  grows  on  the  tree. 

He  goes  to  school  every  day.  The  little  girl  sits  near  me. 

The  cow  eats  hay.  She  .lumps  rope  every  morning. 

She  brings  the  book.  The  cat  plays  chase  the  string. 

The  baby  comes  slowlj'.  The  tired  horge  lies  down  in  the  street. 

The  dog  catches  the  ball.  Mama  makes  bread. 

He  throws  the  ball  swiftly.  The  boy  flies  a  kite  in  the  ticld. 

She  does  the  work  well.  He  loses  the  game  without  crying. 

He  gives  me  part  of  the  apple.  The  baby  cries  for  food. 

4.  "Does  not"  and  "do  not"  are  so  frequently  used  incorrectly  that  it 
is  well  to  give  them  special  attention  here. 

Read  aloud  these  incomplete  sentences  and  fill  tlie  blanks  to  complete 
them.     Copy,  and  study  for  dictation : 

I  do  not  .  Does  he  ? 

You  do  not  .  Does  she  ? 

He  does  not .  Do  they V 


He 

They 

She 

The  man 

1 

The  boy 

Papa 

Mice 

The  hen 

Men 

You 

Dog 

She  does  not .  Do  many  children ? 

The  boy  does  not .  Do  the  stars  ? 

"We  do  not .  Does  the  fox  ? 

Girls  do  not .  Do  the  cats ? 

They  do  not  . 

5.  Select  words  from  this  list  and  fill  in  the  blanks.     Have  this  work 

oral  at  first,  so  the  children  will  become  accustomed  to  the  sound.     After 

the  children  have  copied  the  sentences,  filling'  in  the  blanks,  call  on  them 

to  read  their  sentences  aloud : 

The  sun  We 

Children  It 

Kittens  Baby 

doesn't  like  to  run. 

do  not  wish  to  go. 

do  not  come  out  in  the  day  time. 

do  not  play  in  school. 

does  not  lay  eggs  every  day. 

does  not  work  in  the  city. 

does  not  smell  sweet. 

do  not  row  well. 

does  not  shine  every  day. 

Does  the  bark? 

Don't play  nicely? 

this  fhdt  these  those 

1.  Review  the  lessons  on  this,  these,  that,  those  in  the  First  Grade  work. 

2.  The  teacher  may  say,  I  am  thinking  of  something  on  this  table.     The 
children  may  then  ask  questions  such  as,  Is  it  that  book  ?     Is  it  that  cup  ? 

(42) 


etc.,  or  as  his  iiaiiic  is  called  he  nuiy  come  up  and  picking  up  the  object  say, 
Is  it  this  book?    Is  it  this  pencil? 

The  next  exercise  would  be  for  the  teacher  to  announce  that  she  is  think- 
ing of  two  pencils  in  the  room.  As  the  child  is  called  upon,  he  picks  up  two 
pencils  and  asks,  Is  it  these  two  pencils?  Or,  he  may  point  to  two  and  ask, 
Is  it  those  two  pencils? 

Have  the  children  write  some  words  on  the  board  and  have  a  child  guess 
what  words  John  Avrote.  The  child  should  ask.  Did  John  write  those  words, 
or  these  words,  according  to  whether  he  can  touch  the  words  or  merely 
point  to  them. 

3.  Have  \hv  children  use  lliis.  thai,  tliese,  or  tliose  in  tlie  following 
sentences : 

1.  boy  is  very  tall. 

2.  flowers  are  very  pretty. 

3.  I  can  not  reach boxes. 

4.  — ■  pen  on  my  desk  is  new. 

5.  dolls  in  the  new  store  are  pretty. 

<■).   Will  you  bring  me pencils? 

7.  books  in  my  hand  are  for  you. 

8.  top  in  the  yard  is  broken. 

9.  cup  on  the  table  is  mine. 

10.  What  shall  I  do  with —  boxes? 

11.  He  doesn't  know  where  to  put picture. 

12.  things  in  my  desk  are  too  small. 

Paragraphs  for   Dictation. 

There  are  some  squirrels.  Don't  they  run  fast?  Aren't  their  tails  long?  I'm  not 
afraid  of  them.     These  squirrels  are  very  tame. 

There  were  some  poppies  on  the  hill.  May  I  find  them?  Those  are  very  large.  I'm 
going  to  bring  these  home. 

Isn't  James  at  home?  I  wasn't  at  school,  either.  Perhaps  he  doesn't  live  here  now. 
I'es,  there  are  his  cat  and  dog.     May  I  speak  to  him  when  I  see  him? 

Aren't  the  birds  singing  sweetly?  I'm  going  to  open  the  window  to  listen.  Isn't  that 
little  one  pretty?    Wasn't  it  the  one  that  ate  the  crumbs? 

Isn't  the  weather  lovely?  I'm  going  out  for  a  walk.  Aren't  you  coming  with  me? 
I'm  so  sorry. 

Jack  said  there  were  some  boys  in  our  yard.  They  were  not  good  boys.  I  don't  like 
to  play  with  them. 

Aren't  you  going  to  play  ball  to-day?  I'm  going  to  do  it.  There  are  some  other  boys 
going  with  me. 

Doesn't  Fannie  draw  prettily?  She  made  these  flowers.  Her  sister  drew  those  poppies. 
I'm  trying  to  draw,  too. 

May  I  go  out  to  play?  There  are  some  girls  waiting  for  me.  I'm  tired  of  being  in 
the  house.     I  couldn't  go  out  yesterday.     It  was  too  cold. 


4— Bui..  9  (43) 


THIRD  GRADE. 


DAILY  DRILLS. 

AVhile  this  Bulletin  contains  much  material  worked  out  at  length,  the 
author  feels  that  a  few  drills  given  daily  will  help  more  toward  acquir- 
ing correct  forms  than  the  study  of  too  many  details.  These  exercises 
should  be  given  every  day.  In  a  country  school  they  may  be  given  to  all  the 
classes  at  once.  The  teacher  gives  the  incorrect  form,  the  children  respond- 
ing in  concert  with  the  correct  form.  After  they  have  become  fairly 
proficient,  vary  the  exercise  by  having  the  children  respond  individually. 
Sides  may  be  arranged  and  the  sentences  responded  to,  first  by  one  side  and 
then  by  the  other. 

The  second  exercise  consists  in  answering  the  questions  correctly.  As 
soon  as  the  children  have  learned  to  do  independent  work,  the  questions 
may  be  written  on  the  board  and  answered  in  writing.  The  responses  in 
the  first  exercise  mav  also  be  given  in  writing  if  the  teacher  has  the  time. 


Daily  Drills — Third  Grade. 


Teacher. 
I  seen  a  man. 
He  eat  some  candy. 
I  come  to  school  yesterday. 
She  drunk  a  glass  of  water. 
I  done  my  lessons. 
I  ain't  got  no  chalk. 
I  ain't  doing  nothing. 
It  is  m^e. 
It  was  them. 
It  was  him. 
It  was  her. 

There  is  two  books  on  the  desk. 
There  was  two  apples  on  the  table. 
I  have  saw  a  man. 
They  haven't  came  yet. 
I  have  rode  to  school  every  day. 
They  have  went  away. 
I  have  drank  some  milk. 
He  rung  the  bell. 
I  loaned  my  pencil. 
Can  he  come  to  see  me? 
Can  I  write  on  the  board? 
She  learned  m.e  to  spell. 
Tom  learned  his  dog  to  sit  up. 
The  lady  set  down  to  rest. 
I  laid  down  yesterday. 
You  must  not  lay  on  the  wet  grass. 


■Pujnl. 
I  saw  a  man. 
He  ate  some  candy. 
I  came  to  school  yesterday. 
She  drank  a  glass  of  water. 
I  did  my  lessons. 
I  have  no  chalk. 
I'm  not  doing  anything. 
It  is  I. 
It  was  they. 
It  was  he. 
It  was  she. 

There  are  two  books  on  the  desk. 
There  w^ere  two  apples  on  the  table. 
I  have  seen  a  man. 
They  haven't  com.e  yet. 
I  have  ridden  to  school  every  day. 
They  have  gone  away. 
I  have  drunk  some  m.ilk. 
He  rang  the  bell. 
I  lent  my  pencil. 
May  he  come  to  see  me? 
May  I  v/rite  on  the  board? 
She  taught  m.e  to  spell. 
Tom  taught  his  dog  to  sit  up. 
The  lady  sat  down  to  rest. 
I  lay  down  yesterday. 
You  m.ust  not  lie  on  the  wet  grass. 


(44) 


Tcuvhcr. 
What  did  you  see  this  morning? 
What  did  you  eat  for  breakfast? 
Did  you  come  to  school  yesterday? 
What  did  you  drink  this  morning? 
Did  you  do  your  work? 
Who  is  knocking  at  the  door? 
Who  took  my  book? 
Who  was  talking? 
What  are  there  on  the  desk? 
Were  there  two  apples  on  the  table? 
What  have  you  seen  to-day? 
Have  they  gone  away? 
Did  he  ring  the  bell? 
Who  lent  me  this  pencil? 
Does  John  sit  in  this  seat? 
Who  sat  next  to  you? 
Who  taught  you  to  spell? 
Did  you  lie  on  the  wet  grass? 
Did  you  lie  down  yesterday?  , 

Ain't. 


I'lipil. 
I  saw  a  horse  this  morning. 
I  ate  some  mush  for  breakfast. 
Yes,  I  came  to  school  yesterday. 
I  drank  some  milk  this  morning. 
Yes,  I  did  my  work. 
It  is  they. 
It  was  he. 
I. 

There  are  two  books  on  the  desk. 
There  were  two  apples  on  the  tables 
I  have  seen  a  horse  to-day. 
Yes,  they  have  gone  away. 
Yes,  he  rang  the  bell. 
I  lent  you  that  pencil. 
John  sits  in  this  seat. 
Tom  sat  next  to  me. 
My  teacher  taught  me  to  spell. 
I  didn't  lie  on  the  wet  grass. 
I  lay  down  yesterday. 
There  is  no  such  word. 


VERBS.     (Third  Time  Over.) 
1.  Write  on  the  board  each  day  a  list  of  ten  verbs.     Call  upon  the 
children  for  the  "yesterday  form";  write  it  opposite;  call  for  sentences 
using  each  word,  then  erase  the  past  tense.     Send  the  class  to  the  board, 
give  ont  the  present  tense,  and  have  the  children  write  the  past  tense. 


see 

throw 

play 

drive 

fly 

break 

sell 

lie 

go 

do 

are 

drink 

tell 

ride 

swim 

lend 

eat 

give 

lay 

write 

take 

speak 

sing- 

teach 

bring 

grow 

make 

rim 

say 

begin 

lose 

borrow 

come 

sit 

open 

draw 

win 

build 

learn 

is 

catch 

jump 

think 

fall 

know 

fight 

set 

play 

2.  Write  on  the  board  these  sentences,  and  have  the  children  read  them, 
changing  them  to  past  time.  (Gradually  drop  the  term  "yesterday  form," 
and  use  past  tense,  with  no  explanation.)  Copy  each  sentence,  rewriting 
on  next  line  to  show  past  time-: 


I  see  a  man  walking-  on  the  street. 

I  eat  mush  and  milk  for  breakfast. 

I  catch  frogs  in  the  pond. 

The  flowers  grow  in  the  garden. 

The  boys  come  to  school  early. 

I  throw  the  ball  very  high. 

I  do  my  work  well. 

I  go  to  school  with  my  brother. 

I  bring  my  sister  with  me  to  school. 

She  gives  me  flowers. 

The  cow  drinks  water  from  the  brook. 

I  write  my  lesson  well. 

He  runs  very  fast. 

The  girl  draws  pictures  on  the  board. 

The  baby  falls  down. 

The  bird  flies  fast. 

She  tells  me  how  to  do  it. 

The  girl  takes  her  books  home. 

She  says  her  piece  well. 

He  wins  every  game. 

Tom  knows  his  lesson. 

The  little  girl  breaks  her  dishes. 

Ned  rides  a  pony. 

He  speaks  without  permission. 


We  begin  early  in  the  morning. 

The  boys  build  a  fort  of  sand. 

The  boy  fights  for  his  sister. 

Grocers  sell  tea. 

The  frog  swims  in  the  pond. 

I  lose  my  place  in  the  reading  class. 

He  learns  quickly. 

The  teacher  set  the  vase  on  her  desk. 

He  lends  his  knife  to  his  sister. 

She  teaches  the  baby  to  walk. 

He  borrows  my  knife. 

The  girl  is  in  school. 

She  feeds  her  bird  seeds. 

We  play  school  at  recess. 

The  girl  sits  next  to  me  in  school. 

Frogs  jump  very  far. 

We  play  tag  in  the  yard. 

We  are  good  boys. 

He  lays  his  papers  away  neatly. 

We  make  our  figures  well. 

The  teacher  opens  the  window  at  recess. 

He  thinks  well  of  me. 

He  drives  a  horse. 


(45) 


3.  Put  on  the  board  the  beginning  of  sentences,  having  the  children  fill 
them  out  orally  and  in  writing: 

I  drove.  She  drove.  We  drove  Papa  drove. 

You  drove.  Hf  drove.  You.  th<'.v.  drove.  My  brother  drove. 

The  children  fill  out  the  sentences  by  saying.  "I  drove  to  town  yester- 
day," "You  drove  to  town,"  etc. 

For  Copy  and  Dictation. 

Mary  had  a  pony.  She  drove  him  to  sc-hool.  Two  little  girls  rode  with  her.  The 
dog  followed  them  to  school.     Mary  made  the  dog  go  home. 

I  went  to  school  early  yesterday.  My  brother  was  late.  We  learned  two  new  songs. 
We  played  ball  at  recess.  I  threw  the  ball  over  the  fence.  A  boy  ran  and  got  it.  He 
gav^e  it  to  me. 

Two  boys  went  fishing.  They  caught  some  fish.  They  saw  two  frogs.  The  frogs 
jumped  into  the  water.     They  swam  away  out  of  sight.     The  boys  carried  the  fish  home. 

Alice  went  to  the  store.  She  bought  some  seed  for  her  bird.  She  ran  home.  The 
bird  saw  Alice  coming.  He  began  to  sing.  She  fed  him  the  seed.  He  liked  the  seed  very 
much. 

Hiawatha  was  an  Indian  boy.  He  lived  in  the  forest.  He  loved  the  animals.  He 
talked  to  the  birds.     He  learned  their  language.     The  animals  taught  him  many  things. 

One  day  a  little  dog  came  to  my  house.  I  gave  him  two  bones.  He  drank  some  water. 
He  stayed  for  a  long  time.     He  grew  to  be  a  big  dog. 

The  children  went  to  the  beach.  They  built  forts  in  the  sand.  They  saw  two  ships 
on  the  ocean.     They  threw  rocks  into  the  water.     They  found  two  pretty  shells. 


TWO. 

1.  Use  the  sentences  in  exercise  6  in  the  Second  Grade  work.  Call  on  a 
child  to  read  a  sentence,  then  have  him  say:  "T — w — o,  two,  because  it  is 
the  number  two." 

2.  Dictate : 

I  walked  two  miles.  Ned  flew  two  kites. 

There  are  two  birds  in  the  tree.  I  saw  two  frogs. 

I  have  two  apples.  Mary  ate  two  pieces  of  bread. 

Two  boys  ran  a  race.  Tom  c^iught  two  fish. 

Fred  gave  me  two  oranges.  We  borrowed  two  pencils. 

3.  Write  sentences  using  two  before  each  of  the  following: 

oranges  girls  kittens 

dolls  cats  dogs 

boys  apples  ladies 

4.  Look  at  the  pictures  in  "English  Lessons,  Book  One."  Write  sen- 
tences about  these  pictures,  using  two:  as,  "The  little  girl  has  two  dogs." 
(Page  46.) 

5.  Sentences  for  copy  and  dictation : 

There  are  two  boys  in  the  yard.  I  have  lost  my  two  new  books. 

Did  you  meet  those  two  girls?  Where  have  those  two  boys  gone? 

I  know  those  two  songs.  Two  of  the  girls  spoke  pieces. 

He  bought  two  pair  of  shoes.  I  rode  two  miles  last  week. 

Will  you  buy  these  two  flowers?  He  sold  us  two  boxes  of  pears. 

Here  are  their  two  hats.  The  sum  of  two  and  two  is  four. 

I  have  two  friends  who  live  in  the  country.  Their  home  is  two  miles  from  the  station. 
Last  summer  I  went  there  for  two  weeks.  They  had  two  horses.  We  drove  them  to 
town  every  day.  When  I  left  they  asked  me  to  come  again  and  bring  my  two  brothers 
with  me. 

(4G) 


One  day  two   little  boys   ran   away.     Tlioy   \valk<'il   two  inilos.      Soon   they   came  to  a 
■    forest.     In  the  forest  was  a  lake.     The  two  boys  lishecl  in  the  lake.     Harry  causht  two 
fish.     Will  didn't  catch  any.     At  two  o'clock  they  went  home.     It  took  them  two  hours 
to  walk  back. 

CAPITALS. 

1.  Ask  the  cliiklrea  for  the  names  of  peoi)le  tli(\\'  know  or  have  heard  of. 
Write  these  in  a  column  on  the  board.  Get  such  names  as  IVIary,  Frank, 
Charlie,  Koosevelt,  Washington,  and  McKinle3^  Ask  how  all  the  names 
are  alike.  Notice  the  capital  for  each  word.  At  the  top  of  the  column 
write  people. 

Then  ask  for  tlie  names  of  places.    This  is  the  list : 
San  Francisco  California  Oakland  Chutes 

San  Francisco  Bay  Cliff  House  Alameda  Berkeley 

]\Iake  these  into  sentences,  with  the  help  of  the  children ;  write  them  on 
the  board,  and  have  the  children  copy  them. 

Mary  is  a  little  girl.  We   cross    San    Francisco    Bay    to    reach 

Frank  goes  to  school.  Oakland  and  Alameda. 

Charlie  is  my  brother.  There   are   seals   at   the   Chutes   and   the 

Taft  is  the  President  of  the  United  Cliff  House. 

States.  There  are   many  flowers  in  Golden   Gate 

San  Francisco  is  the  largest  city  in  Park. 
California. 

2.  Study  these  words  at  a  regular  spelling  lesson.  After  they  are 
mastered,  the  sentences  of  the  first  lesson  may  be  dictated  to  the  class. 

3.  Ask  the  children  to  tell  what  street  they  live  on.  Tell  the  name  of  a 
long  street  in  San  Francisco.  These  may  be  written  in  a  column,  then 
sentences  given  about  each.    Copy: 

John  lives  on  Sacramento  street.  Market  street  is  a  very  long  street. 

There  is  a  car  line  on  California  street.  Jackson  street  is  very  steep. 

Give  these  as  spelling  words,  until  they  are  mastered,  then  dictate  the 
sentences. 

4.  Have  these  questions  answered  in  full  sentences : 

Who  is  governor  of  California?  What  school  do  you  attend? 

What  is  the  largest  city  in  California?  On  what  street  is  it? 

On  what  bay  do  you  ride  from  the  ferry?  Write  the  names  of  four  streets  in   San 

At  what  places  do  you  like  to  spend  the  Francisco, 
day? 

5.  Make  a  good  sentence  about  San  Francisco ;  California ;  Washington ; 
Roosevelt;  Sacramento  street;  Jackson  street;  Clitf  House;  Golden  Gate 
Park;  Oakland. 

6.  Ask  the  children  the  day  of  the  week ;  write  it  on  the  board,  and  have 
them  tell  the  day  before,  writing  it  above,  and  the  next  day,  writing  it  after. 
In  the  same  way  get  all  the  days  of  the  week  in  their  order.  Then  ask  the 
children  to  think  of  something  they  have  done,  and  the  day  of  the  week  on 
which  they  did  it.  Write  these  sentences  on  the  board,  and  have  the  children 
copy: 

I  played  store  Monday.  We  had  vacation  Friday. 

Mary  and  I  went  down  street  Tuesday.  We  played  baseball  at  Golden  Gate 

Mama  bought  me  some  candy  Wednesday.  Park  Saturday. 

I  rode  to  Golden  Gate  Park  Thursday.  I  went  to  church  Sunday. 

7.  Use  the  words  in  spelling  until  they  are  learned,  then  dictate  the 
sentences  in  exercise  7.  (47) 


8.  Sentences  for  copy  and  dictation: 

The  Chutes  and  Cliff  House  are  in  San  Francisco. 

John  went  to  Berkeley  last  Saturday. 

I  am  soing  to  Golden  Gate  Park  next  Saturday. 

Did  j'ou  go  to  Alameda  last  Wednesday  with  those  two  girls? 

Oakland.  Alameda,  and  Berkeley  are  across  San  Francisco  Bay. 

California  is  the  State  in  which  we  live. 

I  know  two  girls  who  live  on  Sacramento  street. 

May  I  go  to  the  Cliff  House  with  Mary  next  Sunday? 

Frank  and  Grace  aren't  going  with  us  next  Thursday. 

Isn't  Frank  going  to  Alameda  Friday  with  our  two  cousins? 

9.  Tell  these  stories  to  the  children  for  reproduction : 

Mary  Gray  is  a  little  girl  who  lives  in  Oakland.  She  has  a  cousin  named  Charlie, 
who  lives  in  San  Francisco,  near  the  Chutes.  One  day  Mary  came  to  make  Charlie  a 
visit.  They  went  to  Golden  Gate  Park  in  the  afternoon.  They  sat  on  the  soft,  green 
grass.  They  ran  races.  They  watched  the  squirrels  hiding  nuts  and  the  monkeys  playing 
in  the  swings. 

The  next  day  Charlie's  mama  took  them  to  the  Cliff  House.  Charlie  had  a  dog  named 
Carlo.  They  took  Carlo  with  them.  They  had  great  fun  running  over  the  sand.  But 
Charlie  ran  too  near  the  water,  and  fell  in.  Carlo  pulled  him  out,  and  carried  him  up  on 
the  sand.  They  called  Carlo  a  hero.  The  next  day  Mary  crossed  the  San  Francisco 
Bay  to  Oakland. 

Joe  was  a  little  boy  who  lived  on  Sacramento  street.  There  was  to  be  a  circus  in 
San  Francisco,  and  Joe  wanted  to  go.  The  parade  was  to  be  along  Market  street,  on 
Saturday  morning.  Joe  was  very  happy,  for  he  did  not  have  to  go  to  school  that  day. 
Early  in  the  morning  he  walked  down  Powell  street,  and  found  a  good  place  on  the 
corner.  Before  long  the  parade  came  by,  and  Joe  followed  it  to  the  tents.  He  wanted 
to  go  in,  but  he  did  not  have  enough  money.  A  workman  saw  him,  and  said.  "I  need  a 
boy  to  help  me  water  the  elephants.  I  will  give  you  a  ticket  if  you  will  do  it."  Joe  was 
glad  to  do  it,  and  worked  hard.  Then  the  man  gave  him  a  ticket.  He  had  a  fine  time, 
and  told  his  mother  all  about  it. 

For  copy  and  dictation : 

Grace  lives  in  San  Francisco.  Her  home  is  near  Golden  Gate  Park.  Last  Saturday 
she  went  to  Berkeley  to  visit  her  cousin,  Helen.  Sunday  the  two  girls  rode  to  Oakland. 
Next  week  Helen  will  visit  Grace.  They  will  go  to  the  Chutes  and  also  to  the  Cliff 
House. 

Last  Saturday  we  left  San  Francisco  early  in  the  morning  to  take  a  trip  around  San 
Francisco  Bay.  AVe  visited  Oakland  and  Alameda.  Then  we  went  to  Berkeley  and  ate 
our  lunch  there.  In  the  afternoon  we  retui-ned  to  San  Francisco.  We  took  a  drive 
through  Golden  Gate  Park  to  the  Cliff  House. 

CAPITALS   FOR   HOLIDAYS. 

1.  Get  the  names  of  the  holidays  from  the  children.  Make  a  list  on  the 
board.  Call  attention  to  the  capital  letters.  Teach  the  words  as  if  it  were 
a  spelling  lesson.  When  the  children  can  write  them  in  a  list  from  dicta- 
tion, have  sentences  made,  write  them  on  the  board,  and  have  them  copied. 

2.  Use  the  following  sentences  for  copy  and  study,  then  for  dictation : 

Did  you  have  a  good  time  Fourth  of  July? 

We  will  have  a  picnic  May  Day. 

Did  you  see  the  parade  Labor  Day? 

Admission  Day  is  a  holiday. 

We  sang  many  songs  Washington's  Birthday. 

We  took  flowers  to  the  soldiers'  graves  Decoration  Day. 

Christmas  is  the  happiest  day  of  the  year. 

New  Year's  Day  is  the  first  day  of  thi>  year. 

We  eat  turkey  for  dinner  Thanksgiving  Day. 

(48) 


3.  Write  the  name  of  the  holiday  iu  January,  in  February,  in  May,  in 
July,  in  November,  in  December.  What  two  holidays  come  in  September? 
Make  a  sentence  about  each  holiday. 

4.  Sentences  for  copy  and  dictation  : 

We  crossed  San  Fraucisco  Bay  Admission  Day. 

Charles  went  to  Alameda  Washinston's  Birthday. 

Last  year  New  Year's  Day  came  on  Wednesday. 

I'm  going  to  Golden  Gate  Park  Decoration  Day. 

We  went  to  Berkeley  Thanksgiving  Day. 

Will  Christmas  come  on  Saturday'.' 

My  two  sisters  are  going  to  the  CHIT  House  I.,al)()i-  Day. 

Isn't  May  Day  a  holiday? 

Did  he  walk  two  miles  Fourth  of  .TulyV 

Fourth  of  July  Alice  went  to  visit  her  grandma.  She  wasn't  homo.  Alice  then  took 
a  walk  in  the  pretty  garden.  There  were  all  kinds  of  flowers  there.  She  rested  for  a 
short  time,  lying  on  the  grass.  Then  her  grandma  returned.  Alice  ran  to  meet  her. 
She  gave  her  grandma  the  flowers  which  she  had  picked.  Alice  stayed  until  Admission 
Day.     Then  she  went  home. 

John  lived  in  the  country.  He  went  to  the  country  school.  Sometimes  if  he  wasn't 
too  tired  he  would  walk  to  school.  ]More  often  he  rode.  When  Christmas  Day  came 
the  country  was  covered  with  snow.  School  was  now  closed.  When  May  Day  came  the 
school  had  its  picnic.  They  went  for  a  long  ride  in  a  hay  wagon.  John  always  looked 
for  Admission  Day  and  Labor  Day  to  come.  On  these  two  days  his  father  would  take 
him  hunting. 


MONTHS  OF  THE  YEAR. 

1.  The  months  of  the  year  are  taught  in  exactly  the  same  way  as  the  days 
of  the  week,  except  that  the  sentences  tell  the  holidays  which  come  in  the 
different  months ;  as, 

New  Year's  Day  is  in  January.  There  Is  no  holiday  in  August. 

Washington's  Birthday  is  in  February.  Admission  Day  and  Labor  Day   come  in 

Mary's  birthday  is  in  March.  September. 

John's  birthday  is  in  Aiiril.  October  has  thirty-one  days. 

May  Day  is  the  first  day  of  May.  Thanksgiving  Day  comes  in  November. 

June  is  a  sunny  month.  Christmas  is  in  December. 

Fourth  of  July  is  a  noisy  day. 

2.  Have  them  copy,  and  then  take  from  dictation,  the  rhyme : 

Thirty  days  hath  September, 

April,  June,  and  November. 

All  the  rest  have  thirty-one. 

Save  February,  which  alone 

Hath  twenty-eight,  and  one  day  more 

We  add  to  it  one  year  in  four. 

3.  Have  the  pupils  copy  the  following  sentences,  filling  in  the  blanks : 

is  the  first  month  of  the  year.  Decoration  Day  is  in  the  month  of -. 

Washington's  Birthday  is  in  .  Santa  Clans  comes  in ■. 

The  roses  bloom  in  .  School  begins  in  . 

Thanksgiving  comes  in  the-month  of  .  My  birthday  is  in  . 


4.  Have  the  pupils  tell  you  the  names  of  the  summer  months,  the  winter 
months,  the  rainy  months,  the  warmest  month,  etc.,  then  have  them  written 
in  sentence  form;  as,  "June,  July,  and  August  are  the  summer  months." 

5.  Write  in  sentences  the  names  of  the  months  in  which  the  birthdays  of 
your  family  occur. 

(40) 


6.  Sentences  for  copy  and  dictation  : 

John  camo  to  San  Fi-aucisco  in  August. 

Did  those  two  girls  go  to  Berkeley  last  October? 

I'm  not  going  to  Alameda  until  April. 

Mary  and  Jane  came  to  California  in  September. 

December  is  the  last  month  of  the  year. 

AYe  do  not  come  to  school  in  July. 

May  we  go  to  Oakland  next  January? 

7.  Write  in  sentences  the  months  in  which  these  holidays  occur : 

Washington's  Birthday  Labor  Day  Thanksgiving  Day 

Decoration  Day  Lincoln's  Birthday  St.  Patrick's  Day 

St.  Valentine's  Day  Easter  Sunday 

Fourth  of  July.  Admission  Day 

8.  Dictate  the  sentences  in  exercise  1. 

Devices  for  Review. 

Months  of  the  Year.    Days  of  tlie  Week.    Holidays. 

1.  Have  the  children  write:  (1)  The  months  of  the  year  in  order. 
(2)  The  days  of  the  week  in  order.  (3)  The  names  of  the  holidays  as 
they  come  in  the  months.  (4)  Ten  sentences  using  in  each  the  name  of 
one  holiday  and  a  month  of  the  year.  (5)  Five  sentences  using  in  each  the 
name  of  a  day  of  the  week  and  a  holiday. 

2.  Have  the  following  sentences  copied  and  studied,  then  use  them  for 

dictation : 

Christmas  comes  in  December.  We  went  away  Admission  Day. 

The    last    Thursday    in    November    is  They  left  the  city  May  Day. 

Thanksgiving  Day.  The  flowers  were  beautiful  Easter  Sunday. 

We  are  glad  when  Washington's  Birth-  Wednesday  is  a  busy  day. 

day  comes  on  Friday!  The  winter  months  are  December,  Janu- 

The    girls    will    stay    with    us    Monday  ary,  and  February. 

and  Tuesday.  There  is  no  school  Saturday. 

Past  Tense  of  Verhs.     Capitals. 

3.  Put  on  the  board  the  past  tense  of  the  verbs  in  the  list  on  page  45. 
Have  the  children  write  sentences  using  the  names  of  three  people  they 
know,  the  names  of  three  streets,  the  names  of  four  places  they  have  been, 
and  all  the  words  in  the  list;  as, 

Mary  saw  a  squirrel  yesterday.  The  boy  threw  a  ball  on  Main  street. 

4.  Dictate : 

Mary  went  to  school.  George  Washington  fought  many  battles. 

Charlie  ate  his  lunch  at  the  park.  He  rode  his  horse  Tuesday. 

He  gave  us  a  trip  across  San  Francisco         Frank  sold  his  horse  last  February. 

Bay.  He  swam  in  the  ocean  in  July. 

She  did  her  work  in  Oakland.  The  children  sang  at  the  May  festival. 

In  Alameda  many  flowers  grew.  Their  house  was  built  in  January. 

Mary  threw  the  ball  to  John.  We  began  geography  on  Wednesday. 

On  Monday  our  cat  caught  a  mouse.  The    last    week    in    June    we    spoke  -our 

I  knew  many  people  in  Sacramento.  pieces. 
The  boy  broke  his  arm  in  October. 

5.  Write  two  sentences  about  President  Taft,  George  Washington,  and 
Walter  Brown,  using  the  past  tense  of  the  following  verbs :  see,  come,  give, 
speak,  fight,  ride. 

(50) 


6.  Write  sentences  using  the  names  of  the  months  of  the  year  and  the 
past  tense  of  the  following'  verbs:  learn,  are,  play,  make,  drive,  run,  win, 
/Ijl.  say.  h  ltd. 

Past  Tense  of  Verbs.    Capitals.     Two. 

7.  Have  the  children  study  these  sentences;  then  dictate  them : 

Were  there  not  two  boys  in  the  yard  Saturday? 

Each  child  will  bring  two  apples  to  school  Wednesday. 

We  fed  the  birds  seeds  Saturday. 

The  boys  planted  two  rows  of  seeds  in  April. 

The  farmer  made  his  hay  last  June. 

Apples  are  ripe  in  October. 

He  laid  his  two  papers  away  Friday  evening-. 

She  came  up  Sacramento  street  to  the  schoolhouse. 

We  will  try  to  go  either  Thursday  or  Saturday. 

8.  Sentences  for  copy  and  dictation : 

I  took  my  cousin  to  Alameda  last  New  Year's  Day. 

John  didn't  know  his  lesson  last  Wednesday. 

Did  she  cross  San  Francisco  Bay  Decoration  Day? 

There  were  many  boys  and  girls  in  Golden  Gate  Park  Washington's 

Birthday. 
May  I  go  to  Berkeley  with  Charles  next  Admission  Day? 
These  two  new  books  were  bought  in  Oakland  last  Saturday. 
Isn't  your  sister  going  to  meet  you  in  San  Francisco? 
There  are  some  very  pretty  flowers  to  be  found  in  California. 
Charles  crosses  San  Francisco  Bay  every  Tuesday. 
Doesn't  he  live  in  San  Francisco,  California? 


DATES   IN   SENTENCES, 

1.  Ask  a  child  to  give  ia  a  sentence  the  exact  date  of  his  next  birthday. 
Write  the  sentence  on  the  board.  Call  attention  to  the  capital  letters,  and 
the  comma.  It  is  better  form  not  to  abbreviate  the  names  of  the  months. 
Many  of  the  children  will  be  anxious  to  give  the  dates  of  their  birthdays, 
and  some  of  them  may  be  allowed  to  write  them  upon  the  board.  If  a 
selection  is  made,  all  the  months  may  thus  be  reviewed.  Have  the  children 
copy  these  sentences,  and  study  them.    They  may  then  be  used  for  dictation. 

2.  Use  the  following  dates  in  sentences : 

July  4,  1776.  February  22.  1906.  April  1,  1907. 

December  25,  1907.  January  1,  1908.  September  9,  1906. 

May  1,  1905. 

3.  Use  in  sentences  the  dates  of  all  the  holidays  you  know. 

4.  Use  in  sentences  the  dates  of  the  birthdays  of  the  members  of  your 
family. 

5.  Call  the  attention  of  the  children  to  the  use  of  the  commas  in  these 

sentences : 

We  will  go  Saturday,  January  3,  1908. 

Last  Christmas  came  on  Tuesday,  December  25,  1906. 

Our  last  vacation  ended  Sunday,  April  7,  1907. 

6.  Have  the  children  make  up  sentences  using  the  name  of  day  of  the 
week  and  a  date.  If  the  year  does  not  follow  the  month  and  day,  the  date 
should  be  written  January  3,  December  25,  April  7.    When  the  number  of 

(51) 


the  day  of  the  month  precedes  the  month  it  should  appear  as  3d  January. 
25th  December,  7th  April.  When  the  year  is  given  a  comma  only  is  used, 
as  in  the  sentences  above. 

7.  Use  the  following  sentences  for  study  and  dictation : 

We  shall  have  no  school  Wednesday,  June  8,  1907. 

The  people  took  their  children  away  to  the  country  August  8.  1900. 

We   hope   Washington's  Birthday  will  come  Friday. 

Our  next  holiday  will  be  Decoration  Day. 

It  comes  Thursday.  May  30,  1907. 

8.  Sentences  for  copy  and  dictation : 

I'm  going  to  Berkeley  Tuesday,  November  3. 

He  came  to  San  Francisco  Wednesday,  January  25,  1909. 

Admission  Day  will  be  Saturday,  September  9. 

^Valter  didn't  come  to  school  Thursday.  August  10,  1908. 

Does  May  Day  come  Friday,  May  1. 

May  I  go   to  Alameda  Monday,   April   23? 

Last  Thanksgiving  Day  came  Thursday.  November  28. 

Mary  and  I  are  going  to  Golden  Gate  Park  Sunday,  July  IS.  1909. 

Our  next  holiday  will  be  May  Day,  May  1,  1909. 

New  Year's  Day  comes  the  1st  of  Jaituary. 

We  shall  meet  again  at  the  Cliff  House  Friday.  August  lu. 

My  father  will  buy  tw^o  lots  in  Berkeley  next  Monday,  October  7. 

Peace  was  declared  Thursday,  April  10.  1882. 

Come  to  Alameda  the  27th  of  May. 

Did  John  cross  San  Francisco  Bay  the  2M  of  August? 

Sunday.  May  1,  1908,  Mary  and  some  friends  went  to  the  Cliff  House  on  a  picnic.  It 
was  May  Day.  Mary  lived  in  Berkeley.  She  had  to  cross  San  Francisco  Bay  early  in 
the  morning.  Her  friends  lived  near  Golden  Gate  Park.  The  children  had  such  a  good 
time.  They  would  like  to  go  on  a  picnic  every  holiday.  Next  Saturday  will  be 
Admission  Day.     Then  they  will  go  to  the  Chutes. 

My  name  is  Alice.  I  live  in  San  Francisco.  One  day  my  mother  and  I  went  to 
Berkeley  to  see  my  brother.  I  played  many  games  with  two  girls.  We  played  rope. 
We  rode  on  horseback  for  two  miles.  We  picked  flowers  on  the  roadside.  We  came 
home  very  late.  I  came  back  to  San  Francisco  Thursday,  November  4.  When  I  came 
home  I  went  to  Golden  Gate  Park.    I  saw  many  pretty  birds  there.     I  fed  them  some  seed. 

Bobbie  came  running  home  from  school.  He  told  his  mama  that  school  would  close 
Friday,  May  28,  1908.  Bobbie  lived  in  San  Francisco  on  California  street.  He  wanted 
to  go  to  see  Fred,  who  lives  in  Alameda.  So  Saturday,  May  29,  he  crossed  San  Fran- 
cisco Bay.  Fred  was  very  glad  to  see  Bobbie.  Sunday,  May  31,  was  Decoration  Day. 
The  two  boys  took  some  flowers  to  the  graves.     Don't  you  think  they  were  kind? 


ABBREVIATIONS. 

1.  Put  on  the  board  the  following  sentences,  omitting  the  parts  in 
parentheses : 

My  father  is  called   {Mr.  Smith).  My  sister  is  called   (Miss  Smith). 

My  mother  is  called  {Mrs.  Smith).  Our  doctor  is  called  {Dr.  Jones). 

Call  on  the  children  to  finish  out  the  sentence,  and  show  them  that  Mr. 
is  an  abbreviation  or  short  way  of  writing  Mister.  Tell  them  that  it  is 
always  written  with  a  capital  letter  and  is  followed  by  a  period.  In  the 
same  way  discuss  Mrs.,  the  abbreviation  for  Misses  or  Mistress,  and  Dr.. 
the  abbreviation  for  Doctor.  Let  them  see  that  Miss  is  so  short  that  no 
abbreviation  is  necessary,  so  it  is  not  followed  by  a  period.  Have  them 
copy  these  sentences  from  the  board  substituting  the  names  of  their  own 
families. 

(52) 


2.  Copy  the  followinu'  sentences,  putting  in  tlie  proper  marks : 

Mrs  Smith  called  to-dny  Mr  Smith  went  to  town  Wediiosday 

Miss  Brown  is  our  teacliiM-  My  mother  visited  Mrs  Wade  yesterday 

Dr  Jones  went  to  see  the  sick  lady 

3.  Sentences  for  copy  and  dictation : 

Mr.  Jones  came  to  San  Francisco  Washington's  Birthday. 

We  are  going  to  Berkeley  with  Mrs.   Smith  Wednesday,  February  23. 

Did  Dr.  Brown  go  to  Alameda  Tuesday.  September  4,  190S? 

John  and  James  went  to  (Jolden  Gate  Park  Admission  Day  with  Miss  Green. 

Dr.  Black  and  Mr.  Bell  left  California  Friday,  August  IS. 

May  I  go  to  Oakland  with  Mrs.  Thompson  Thursday,  October  22,  1909. 

Miss  Myers,  Mr.  Wilson,  and  JNIrs.  Black  came  to  our  house  last  Decoration  Day. 

We  crossed  San  Francisco  Bay  last  Fourth  of  July  with  Mr.  and  Mrs.  Roberts. 

Their  father  came  to  our  house  last  Wednesday  with  Mr.  Jones. 

Did  you  hear  that  Miss  Bell  has  gone  to  Alameda?  , 

Mr.  Brown  bought  his  two  boys  a  coaster..  They  coasted  down  the  Berkeley  Hills. 
Mrs.  Brown  told  them  not  to  go  too  fast.  Miss  Brown  was  watching  them.  She  saw  the 
coaster  turn  over  and  the  two  boys  were  thrown  off.  Charlie  had  broken  his  arm. 
Mrs.  Brown  took  him  at  once  to  Dr.  Smith  in  Oakland. 

Last  night  there  was  a  fire  near  our  house.  Mr.  Jones  owned  the  store.  Mrs.  Jones 
and  her  daughter  were  upstairs.  Dr.  Fisher  thought  his  house  would  burn,  too.  The 
fii'emen  saved  it.  They  carried  Mrs.  and  INIiss  Jones  down  a  ladder.  Don't  you  think 
they  were  brave? 

CONTRACTIONS. 

Review  the  work  of  the  Second  Grade  in  ''Contractions."     See  page  32. 

1.  In  the  same  way  teach  can't,  won't,  wouldn't,  didn't,  haven't,  hasn't, 
wasn't,  doesn't,  couldn't. 

2.  Sentences  for  copy  and  dictation : 

She  can't  come  to  school.  He  hasn't  any  coat. 

He  won't  run  away.  They  can't  sing  the  song. 

I  wouldn't  rob  a  nest.  They  haven't  come  to  town. 
He  didn't  go  to  the  concert. 

3.  Questions  to  be  answered  in  the  nagative : 

Can  she  sing?  Would  you  do  it? 

Will  he  play  ball  to-morrow?  Can  he  tie  the  horse? 

Has  she  a  new  dress?  Can  he  climb  a  tree? 

Can  he  do  his  examples?  Will  he  sell  his  pony? 

Have  they  come  home?  Have  they  many  cows? 
Did  they  tell  you  about  it? 

4.  Sentences  to  be  made  with : 


isn't                      aren't                      can"t                        I'm 

didn't 

hasn't                    wouldn't                  haven't                     won't 

5.  Write  the  contractions  for  each  of  the  following: 

is  not                    are  not                     can  not                     could  not 

I  am 

did  not                  has  not                     would  not                have  not 

will  not 

6.  Change  to  contracted  form  the  italicized  words : 

They  arc  not  working  hard.  George  Washington  would  not  tell  a  lie. 

Frogs  Jiavc  not  any  time  to  play.  She  could  not  treat  her  badly. 

The  boys  ivill  not  go  away.  The  birds  did  not  have  a  nest. 

She  has  not  finished  her  lesson.  The  children  are  not  in  school. 

I  am  not  willing  to  go.  The  baby  is  vot  walking  yet. 

A  tortoise  can  not  learn  to  fly. 

(53) 


7.  Sentences  for  copy,  punctuation  or  dictation : 

Mr.  Smith  didn't  take  his  two  boys  to  San  Francisco  Admission  Day. 

Won't  you  como  to  our  party  Thursday,  November  7? 

Why  couldn't  Miss  Brown  come  here  last  Saturday? 

John  can't  go  to  Berkeley  with  us  next  Wednesday,  May  3. 

Dr.  Black  wasn't  at  their  house  Labor  Day,  Monday,  September  7,  1909. 

They  aren't  going  to  be  there  Tuesday,  August  1. 

Mr.  and  Mrs.  Wilson  haven't  been  here  since  last  Washington's  Birthday. 

Isn't  he  going  to  Golden  Gate  Park  St.  Valentine's  Day? 

Miss  Black  doesn't  live  in  San  Francisco. 

Hasn't  their  brother  been  here  since  Lincoln's  Birthday? 


TOO. 

1.  "Tell  me  what  Miss  Lynch  said  about  your  singing  this  morning." 

Write  the  sentence  on  the  board,  "We  sang  too  loudly  this  morning." 

"Now,  I  will  tell  you  something  else  you  did  this  morning.     You  sang  too 

slowly.    You  talked  too  much."    Write  these  on  the  board,  underlining  too. 

Make  sentences,  using  these  words : 

too  hard  too  far  too  old  too  slowly  too  deep 

too  long  too   easy  too  low  too  softly  too  noisy 

too  much  too  high  too  dear  too  quicklj-  too  small 

2.  Copy,  underlining  too: 

We  worked  too  hard.  He  jumped  too  high. 

We  played  too  long.  He  was  too  old  to  work. 

AVe  ran  too  much.  The  fence  is  too  low. 

We  walked  too  far.  He  paid  too  dear  for  the 
The  work  was  too  easy.  whistle. 


He  walked  too  slowly. 
He  sang  too  softly. 
He  thought  too  qiuckly. 
The  water  was  too  deep. 
The  boys  were  too  noisy. 


3.  Have  them  make  sentences,  using  too  before  each  of  the  following 
words : 

fast  well  hard  long  near  far 


young 


much 


many 


small 


large 


broad 


4.  Dictate  ten  sentences  from  exercise  1. 

5,  Have  them  answer  these  questions,  using  too  in  the  answer : 

Why  do  you  not  go  home  for  your  lunch? 
Why    didn't    the    boy    do    his    examples    this 

morning? 
Why  couldn't  the  fox  get  the  grapes? 
Why  was  the  boy  drowned  in  the  river? 
Why  didn't  the  girl  come  to  school  yesterday? 


Why  did  the  tortoise  win  the  race? 
Why  didn't  Goldilocks  eat  papa  bear's 

mush? 
Why  didn't  she  sit  in  papa  bear's  chair? 
Why  didn't  she  lie  in  mama  bear's  bed? 
Why  couldn't  the  fox  get  out  of  the  well? 


6.  Write  ten  sentences  containing  too.  Have  some  of  the  sentences  read 
aloud. 

The  AVoodpecker. 

There  was  an  old  woman  who  lived  on  a  hill.  She  always  wore  a  black 
dress,  white  apron,  and  a  red  cap.    She  lived  all  alone. 

One  morning  she  was  making  cakes.  An  old  man  came  to  the  door.  He 
asked  her  for  a  cake  to  eat.  He  had  no  money,  but  he  said,  ' '  You  may  have 
whatever  you  wish  for." 

The  old  lady  looked  at  her  cakes.  She  thought  them  too  large  to  give 
away.  So  she  made  a  smaller  one.  When  this  was  done  she  thought  it  too 
large,  also.  So  she  baked  another  one.  The  last  was  only  as  big  as  a 
pinhead,  but  even  that  looked  too  nice.  She  would  not  give  it  to  him.  She 
gave  him  a  dry  crust  instead.  (54) 


When  the  poor  old  man  had  gone  she  felt  sorry.  She  knew  that  she  had 
done  wrong.  She  said  to  herself,  "I  wish  I  were  a  bird  so  I  could  give  him 
the  largest  cake."  Soon  she  felt  herself  getting  smaller  and  smaller.  She 
was  just  as  large  as  a  bird  and  looked  like  one,  too.  She  still  wore  her  black 
dress,  white  apron,  and  red  cap.    People  call  her  a  woodpecker. 

7.  Fill  in  blanks  with  two — to — too. 

Those  girls  couldn't  come  Tuesday,  August  3,  see  their  friends. 

miles  is  far  walk. 

Did  you  carry  those books school  last  Wednesday? 

On  their  way  school  girls  ate much  candy. 

My  sister  is  young  come  school. 

She  took  her brothers  Golden  Gate  Park  Labor  Day. 

Did  she  stay  ■  long  in  Berkeley  last  April? 

Those  boys  were  noisy  Wednesday,  October  2,  1908. 

Miss  Smith  said  that  we  were  ■  noisy  last  Tuesday. 

I  live far  from  school  go  home  for  lunch. 

Saturday,  June  5,  a  little  boy  came  to  the  seashore.  His  two  sisters  came,  too. 
He  tried  to  run  around  and  jump,  but  he  soon  became  too  tired.  Then  he  dug  holes  in 
the  sand.  He  couldn't  dig  them  too  deep  because  the  sand  was  too  hard.  His  mother 
bought  him  a  big  spoon  from  Mrs.  Smith.  Monday,  October  2,  1909,  his  mother  told 
him  they  must  go  back  to  Berkeley.  The  little  boy  thought  his  vacation  was  too  short. 
He  told  all  his  friends  at  the  seashore,  "Good-bye"  and  returned  home.  He  was  not 
too  late  to  begin  school. 

It  was  Thanksgiving  Day.  The  children  were  going  to  see  their  grandma.  Baby 
wanted  to  go,  too.  But  mama  said  it  was  enough  for  the  two  boys  to  go.  Baby  was 
too  small.  Grandma  lived  too  far  away.  Mama  kissed  the  two  boys  good-bye.  She  told 
them  not  to  stay  too  long.     They  came  home  Wednesday,  November  30. 

Willie  and  John  are  going  to  coast  down  a  hill.  Willie  has  a  little  brother.  He 
wants  to  go,  too.  Willie  told  him  it  was  too  cold  and  he  couldn't  go.  The  little  boy  began 
to  cry.     The  two  boys  were  very  sorry. 


Devices  for  Eeview. 

1.  Write  in  sentences  the  names  of  five  people.     Write  in  sentences  the 
names  of  five  streets. 

2.  Write  five  question  about  the  picture  on  page  31,  ''English  Lessons, 
Book  One." 

3.  Answer  in  complete  sentences  these  questions : 

What  is  your  name? 

What  is  the  name  of  your  father?     (Give  his  initials.) 

What  is  the  name  of  your  mother? 

What  is  the  name  of  your  teacher? 

Who  is  the  President  of  the  United  States? 

4.  Learn  the  following  rhyme  and  write  it  from  memory: 

How  many  days  has  baby  to  play? 
Saturday,  Sunday,  Monday, 

Tuesday,  AVednesday, 

Thursday,  Friday, 
Saturday,  Sunday,  Monday. 

5.  Write  questions  which  these  sentences  answer : 

A  mouse  eat^  cheese.  September  3,  1906,  was  my  last  birthday. 

The  nuts  are  falling  now.  Wednesday  is  a  hard  word  to  spell. 

Lemons  are  yellow.  Cherries  grow  on  pretty  trees. 

Rice  is  brought  from  China.  He  does  not  like  to  play  ball. 

Washington's  Birthday  is  a  holiday.  There  are  two  boxes  on  the  table. 

(55) 


6.  Write  in  a  sentence  the  date  of  your  last  birthday.  Write  in  a  sentence 
the  date  of  to-day ;  of  to-morrow. 

Write  a  complete  sentence  about  each  of  these  events  using  the  dates  in 

the  second  column: 

Washington's  Birthday  February  '22.  190G 

Fourth  of  July  July  4,  ITKJ 

Christmas  December  HO,  1907 

New  Year's  Day  January  1,  1908 

Admission  Day  September  9.  1907 

7.  Make  a  list  of  ten  contractions.    Write  sentences  containing  each. 

TEACH,  TAUGHT,  TEACHING. 

1.  "How  many  have  pets  at  home?     What  pets  have  you?     Do  they 

know  how  to  do  any  tricks?     Who  taught  them?     How  did  you  do  it?" 

Have  this  preliminary  talk  with  the  children,  keeping  their  attention,  not 

so  much  on  the  tricks  as  on  the  teaching  of  them.     Then  have  them  give 

sentences  telling  what  triclcs  they  have  taught,  what  their  older  brother  has 

taught,  what  their  father  has  taught,  what  any  one  is  teaching  now.    Write 

the  following  sentences  on  the  board,  underline  the  word  tauglit,  and  have 

the  children  copy  them  : 

I  taught  my  dog  to  carry  thp  paper.  ^Nly    brother    taught    his    dog    to    bark    at 

I  taught  my  dog  to  speak  for  meat.  tramps. 

I  taught  my  cat  not  to  bite  me.  My  sister  taught  her  cat  to  wear  riljbon 

I  taught  my  bird  to  eat  from  my  hand.  on  her  neck. 

Mama  taught  the  cat  to  stay  outside.  My    brother    taught    the    bird    to    answer 

Papa  taught  the  dog  to  bring  back  the  when  he  said  "Sweet." 
ducks  when  he  went  shooting. 

2.  Have  them  tell  what  they  have  taught  the  baby  at  home  to  do ;  what 
papa  has  taught  them ;  what  mama  has  taught  them. 

Who  teaches  you  arithmetic;  geography?  Who  teaches  you  in  Sunday-school?  Who 
taught  you  to  row  a  boat;  to  swim?  Who  teaches  the  boys  to  be  soldiers?  Who  teaches 
the  boys  on  the  training  ship? 

Who  teaches  the  animals  at  the  circus?  What  do  they  teach  them?  How  do  they 
teach  them? 

Who  teaches  the  baby  rabbits  to  run  from  danger?  Who  teaches  the  kittens  to  catch 
mice?  Who  teaches  the  baby  birds  to  fly?  Do  you  know  of  any  other  animal  that 
teaches  her  young?     AA'hat  does  she  teach  them?     How  does  she  do  it? 

Do  you  play  school?    Who  is  the  teacher?    What  does  she  teach  you? 

Does  any  one  help  you  with  your  lessons  nights  at  home?     Who  teaches  you? 

3.  Have  them  write  on  the  board  sentences  from  exercise  2.  Have  each 
child  read  his  sentences  aloud.  Copy  ten  of  the  best  on  the  board,  give  the 
class  time  to  study,  then  dictate  them ;  as, 

The  lady   is   teaching   me   at   Sunday-  He  taught  the  seal  to  sit  at  the  table. 

school.  The    mama    bird    taught    the    little    birds 
Miss  Smith  teaches  us  geography.  how  to  fly. 

The  captain  teaches  the  soldiers  how  When  we  play  school,  I  am  the  teacher. 

to  march.  I  teach  the  children  how  to  spell. 

The  man  taught  the  elephant  to  play  My  sister  teaches  me  at  home  nights. 

the  drum.  Mama  is  teaching  me  to  sew. 

4.  Have  them  write  three  sentences,  telling  what  they  could  teach  a  horse 
to  do ;  three,  telling  what  they  could  teach  a  dog  to  do ;  three,  telling  what 
their  teacher  teaches  them  every  da3^ 

(56) 


5.  Write  three  sentences  with  the  word  teack;  three  with  tauylil:  three 
with  teaching.  Have  these  sentences  read  aloud,  ten  of  the  best  put  on  the 
board,  studied  and  dictated. 

6.  Toll  them  the  story  of  the  tortoise  that  wanted  the  oa.uh'  to  teach  liim 
to  tly  (.Esop's  Fables). 

An  excellent  story  is  "  JNIegaleep.  the  Wanderer,"  by  Win.  J.  Long',  in 
Wilderness  Ways,  pages  10-21 — an  account  of  a  caribou  school  and  how  the 
little  ones  are  taught.  The  story  of  "Raggylug,"  by  Ernest  Thompson- 
Seton,  also  has  many  interesting  accounts  of  what  a  rabbit  must  be  taught. 

7.  Fill  in  the  blanks  in  the  following: 

Miss  Brown  me  geography  last  Wednesday. 

Didn't  Mrs.  Black our  class  Friday,  August  6,  1908? 

She  couldn't  John  his  spelling  last  St.  Valentine's  Day. 

Miss  Wilson  their  class  for  two  weeks. 

Haven't  you your  dog  to  carry  the  paper,  George? 

Mrs.  Bell  ■ — ■  our  class  last  Easter  Sunday. 

Is  Mary the  baby  to  walk? 

Who this  class  Tuesday,  October  22? 

Mr.  Jones  his  dog  to  sit  up. 

Isn't  Dr.  Smith his  dog  to  speak  for  meat? 


HOW  TO   WRITE   THE   TIME   OF   DAY. 

1.  The  children  are  usually  interested  in  this  subject,  if  the  teacher 
simply  states  at  the  beginning  of  the  lesson  that  she  Avill  show  them  how 
to  write  the  time  of  day.  "Tell  me  in  a  sentence  what  time  it  is  now." 
"It  is  half  past  ten."  the  child  replies.  The  teacher  then  says.  "We  usually 
write  that  this  way, ' '  then  she  writes  on  the  board : 

It  is  now   10.30. 

Say  to  the  class :  In  order  to  tell  whether  I  mean  ten-thirty  at  night  or 
ten-thirty  in  the  morning.  I  must  put  two  letters  after  the  number.  This 
is  the  way  the  sentence  should  read: 

It  is  now  10.30  a.   m. 

The  children  may  be  told  that  these  letters  are  abbreviations  of  two  Latin 
words  meaning  before  noon.  As  they  are  abbreviations  they  must  be  fol- 
lowed bA'  periods.  A.  M.  (capitals)  means  Master  of  Arts;  P.  ]\I.  (capitals) 
means  Postmaster,  so  it  is  better  to  write  both  a.  m.  and  p.  m.  with  small 
letters.  A  period  between  the  hour  and  minutes  is  now  considered  better 
form  than  a  colon. 

Have  the  children  give  various  sentences  in  answer  to  such  questions  as : 
"At  what  time  does  school  begin?"  "School  begins  at  nine  o'clock." 
(When  o'clock  folloAvs  it  is  better  to  write  out  the  nine,  although  it  is  not 
incorrect  the  other  way.)  "School  begins  at  9  a.  m."  In  the  same  Avay 
get  such  sentences  as : 

School  closes  at  3.15  p.  m.  The  loat  leaves  at  5. If)  p.  m. 

Church  sei'vice  begins  at  eleven  o'clock.  I  get  up  in  the  morning  at  seven  o'clock. 

Church  service  begins  at  11  a.  m.  I  get  up  at  7.30  a.  m. 

I  reach  home  at  3.30  p.  m.  I  go  to  bed  at  8.30  p.  m. 


2.  Show  the  children  how  to  write  the  sentence  if  the  date  comes  before 

the  time;  as, 

The  l)oat  leaves  January  3,  1907,  at  S.30  p.  m. 

Or,  if  the  year  is  omitted. 

The  boat  leaves  January  3  at  8.30  p.  m. 

Then  if  the  day  of  the  week  is  used,  it  comes  first  in  order,  and  the  sentence 
is  written  this  way : 

The  boat  leaves  Wednesday,  January  3,  at  6.30  p.  m. 

3.  Sentences  for  copj',  study,  and  dictation : 

Is  10.30  a.  m.  too  late  to  go? 

We  missed  the  5.30  train. 

I  came  to  school  at  8.30  a.  m. 

The  two  boys  came  at  nine  o'clock  this  morning. 

The  parade  will  pass  at  9.30. 

I  shall  leave  for  my  vacation  Friday,  June  14,  1906.  on  the  5.30  p.  m.  train. 

The  boat  will  leave  at  6.30  a.  m.  Wednesday. 

Is  2.30  p.  m.  too  late  to  go? 

Do  you  go  to  bed  at  8.30  p.  m.  every  night? 

Nine  o'clock  is  too  late  to  go. 

4.  Use  the  following  in  sentences : 

12.30  p.  m.  nine  o'clock  0.30  a.  m.  1.30  p.  m. 

8  a.  m.  twelve  o'clock  11  a.  m.  10.30  p.  m. 

5.  Write  the  following  as  they  are  usually  written  in  sentences : 

Twenty-five  minutes  after  five.  Twelve  o'clock. 

Fifteen  minutes  before  nine.  Three  in  the  afternoon. 

Ten  o'clock.  Half  past  ten  in  the  morning. 

6.  Sentences  for  copy,  punctuation  or  dictation : 

Mr.  Jones  came  to  San  Francisco  Lincoln's  Birthday  at  9  a.  m. 

Didn't  Miss  Smith  come  here  Wednesday,  April  26,  1909,  at  2.30  p.  m. 

Dr.  Black  came  to  our  house  Admission  Day  at  five  o'clock. 

Mr.  and  Mrs.  Thompson  took  their  two  children  to  Berkeley  Thursday,  November  28, 
1908,  on  the  10  a.  m.  boat. 

We  are  going  to  Golden  Gate  Park  Tuesday,  August  1.  at  three  o'clock. 

There  were  two  books  on  this  table  Christmas  Day  at  3.15  p.  m. 

May  we  go  to  their  party  New  Year's  Day  at  one  o'clock? 

We  can't  leave  school  next  Friday  until  3.20  p.  m. 

Did  you  hear  that  Mrs.  Green  had  been  there  Saturday,  October  2,  at  10  a.  m.  ? 

Where  were  their  books  last  Thanksgiving  Day  at  three  o'clock. 

John  threw  his  ball  through  that  hole  Tuesday,  August  17,  at  4.20  p.  m. 

Tuesday,  May  30,  1909,  was  Decoration  Day.  We  had  planned  to  go  to  the  Cliff 
House  with  Mrs.  Brown.  It  was  9.30  a.  m.  when  we  started.  We  took  a  Sacramento 
street  car,  and  arrived  at  10  a.  m.  For  a  few  hours  we  went  in  wading,  and  at  twelve 
o'clock  ate  lunch.  After  lunch  we  built  forts  in  the  sand.  It  was  about  five  o'clock 
when  we  started  home. 

One  morning  Louise  arose  at  6  a.  m.  She  went  into  the  garden  and  picked  some 
pretty  flowers.  At  seven  o'clock  she  went  into  the  house  and  ate  breakfast.  At  nine 
o'clock  she  and  her  mother  started  for  Berkeley.  They  took  the  9.40  boat.  It  was  10.20 
a.  m.  when  they  arrived  there.  At  five  o'clock  they  returned  to  San  Francisco.  As  she 
was  very  tired,  Louise  went  to  bed  at  8  p.  m. 


(58) 


Devices  for  Review. 

1.  Sentences  for  copy,  study,  and  dictation: 

I  fonic  to  school  ovcry  Monday  at  X.'.W  a.  m. 

Do  you  .m)  to  Sunday-sfhoolV 

Tlie  childrt'ii  will  march  in  the  jiaradc  T'ouilli  of  .Inly. 

The  parade  will  start  at  nine  o'clock. 

We  shall  ro  on  the  2  |).  m.  train. 

Dr.  Smith  will  not  leave  until  Wednesday.  Kchruary  I!,  at  .S.20  ]>.  m. 

The  children  will  meet  Saturday  at  !>.;>0  a.  in. 

Miss  lirown  went  at  three  o'clock. 

May  I  so  t^o  the  Christmas  tree  to-moi'rowV 

The  boy  had  two  books  New  Year's  Da'y- 

School  will  close  for  the  vacation  Friday.  June  14.  I'.K^T. 

Admission   D;iy   is  a   holiday. 

2.  Write  a  sentence  tellinii'  on  what  day  and  wliat  time  of  day  Mrs.  Jones 
will  iio  to  Oakland. 

Write  a  sentence  containing-  the  name  of  a  holiday  and  a  month  of  the 
year. 

Write  a  sentence  telling'  what  time  in  the  mornino'  Mr.  Jones  goes  to  work. 

Tell  what  holiday  comes  next  and  in  what  month  it  comes. 

On  what  holiday  do  we  decorate  the  soldiers'  graves? 

Tell  in  one  sentence  the  name  of  the  city  you  live  in,  and  the  state. 

Tell  in  one  sentence  the  city  and  state  in  which  you  were  born,  and  the 
date. 

Write  a  question  containing  the  time  of  day. 

Write  a  ciuestion  containing  a  date. 

3.  Sentences  for  copy,  punctuation,  and  dictation : 
Were  their  books  here  Wednesday.  September  3.  at  2.20  p.  m.  ? 
We  are  going;  to  church  Easter  Sunday  at  11  a.  m. 

Mr.  Jones  couldn't  leave  for  Alameda  Thursday.  October  12.  I'.IOS,  on  the  two  o'clock    boat. 
Which  of  these  two  boys  came  to  San  P'rancisco  Saturday,  April  4,  at  8  a.  m. ":' 
Are  they  going  to  bring  some  of  their  books  to  our  house  Washington's  Birthday":' 
I  didn't  know  that  you  were  going  to  Berkeley  Decoration  Day  at  3.15  p.  m. 
Those  two  boys  went  too  far  last  Labor  Day.  Monday,  the  7th  of  November. 
Couldn't  they  buy  their  hats  in  Oakland,  California? 

Mrs.  Black  took  her  two  children  to  Golden  (iate  Dark  Thursday.  August.  IS.  1908, 
at  10  a.  m. 

Dr.  Brown  and  ^Nliss  (4reen  haven't  been  here  since  last  Lincoln's  Birthday. 

SIT,  SAT,  SITTING. 

1.  Say  to  the  class :  "Five  children  sit  in  the  first  row.  How  many  sit  in 
the  second?  in  the  third?  Who  sits  behind  you?  in  front  of  you?  at  your 
right?  at  your  left?  Where  do  you  sit  in  church?  Where  do  you  like  best 
to  sit  in  school?  in  the  theater?  Who  sits  next  you  at  the  table?  Where 
does  the  baby  sit  ? ' ' 

Write  the  answers  to  these  questions  on  the  board  and  have  them  read 
aloud  and  copied. 

2.  Write  these  directions  on  the  board,  have  them  read,  the  acts  per- 
formed, and  then  have  told  what  was  done : 

Sit  in  the  third  seat  of  the  first  row.  Sit  in  the  chair  in  the  northeast  corner. 

Sit  in  the  chair  on  the  east  side  of  the  Sit  on  the  box  by  the  stove. 

I'oom.  Sit  in  the  chair  under  the  clock. 

Sit  in  the  chair  by   the  north  window.  Sit  in  the  chair  at  the  end  of  my  desk. 

Sit  on  the  longest  bench  in  the  room. 
5 — BUL.  9  (09) 


3.  Have  these  read  aloud  and  copied : 

I  sat  in  the  tliird  seat  of  the  first  row.  She  sat  on  the  box  by  the  stove. 

I  sat  in  the  chair  on   the  east  side  of  Mama  sat  by  me  in  church. 

the  room.  Baby  sat  on  mama's  lap. 

Tom    sat    in    the    chair    by    the    north  The  girls  sat  together  to-day. 

window.  I  like  to  sit  in  the  back  seat. 

He  sat  on  the  longest  bench  in  the  room.  Tom  likes  to  sit  with  me. 

4.  Fill  in  the  blanks  : 

John  '-  in  this  seat  last  Wednesday  at  one  o'clock. 

Did  she  here  Monday,  February  21,  1909? 

Where  were  these  two  girls St.  Valentine's  Day  at  10.20  a.  m.  ? 

Mrs.  Black by  me  in  church  Easter  Sunday. 

Last  Tuesday  Miss  Brown  told  me  to  in  the  front  seat. 

Wouldn't  Dr.  Jones  let  you by  the  open  window? 

I  in  that  chair  for  one  whole  hour  last  Decoration  Day. 

Were  you  here  Saturday,  January  18,  at  9  a.  m.  ? 


LIE,  LIES,  LAY. 

Purpose  and  Method. — The  purpose  here  is  to  establish  a  feeling  in  the 
child  so  that  he  may,  without  conscious  thought,  associate  the  word  lie  and 
its  past  tense  laxj  with  the  act  of  reclining.  He  may  be  told  to  use  lie  when 
it  means  to  recline,  but  it  is  doubtful  if  he  associates  the  act  with  the  word. 

The  method  is  the  same  as  with  the  other  verbs — the  conditions  are  given, 
the  word  is  associated  with  it,  and  then  by  repetition  the  habit  is  formed. 

1.  Have  pictures  of  various  animals  lying  down  to  rest,  or  going  to  sleep 
for  the  winter.  Say  to  the  children :  ' '  Have  you  ever  seen  a  dog  lie  down 
to  rest  ?  Tell  me  how  he  does  it.  How  does  a  cat  lie  down  ?  Look  at  these 
pictures  and  tell  me  how  each  animal  lies  to  rest."  The  best  sentences 
given  should  be  read  aloud  and  copied  by  the  children ;  as. 

The  horse  lies  on  his  side  with  his  head  The   cat   likes   to    lie    in    the   sunshine    to 

stretched  out.  sleep. 

Sometimes    the    cat   lies   with   her   feet  The   dog   lies   on   his  side   with   his    head 

folded  under  her.  on  the  ground. 

Sometimes  she  lies  on  her  side  with  her  The  polar  bear  lies  on  the  ice  to  sleep. 

head  between  her  paws.  The  elephant  does  not  lie  down  to  sleep. 

The  cow  kneels  down  ou  her  front  feet  The   chipmunk    lies    rolled   up   in   a   little 

before  she  lies  down.  round  ball. 
The  pig  lies  down  in  the  shade  to  sleep. 

2.  Dictate  the  following  sentences : 

I  lie  on  the  grass  to  rest.  The  horse  lies  in  the  shade. 

Mother  lies  on  the  couch  to  rest.  My  coat  lies  on  the  seat  during  the  day. 

The  Romans  used  to  lie  down  to  eat.  My  hat  lies  on  the  table  while  I  work. 
The  baby  lies  in  his  cradle  to  sleep. 

3.  Have  the  children  recall  what  was  talked  about  the  first  day ;  then  say, 
' '  Tell  me  where  th«  horse  lay  while  he  slept ;  the  cat ;  the  cow ;  the  chip- 
munk ;  the  pig ;  the  dog ;  the  polar  bear. ' ' 

Write  these  sentences  on  the  board  and  have  the  class  read  aloud  and 
copy: 

The  horse  lay  on  his  side  to  sleep.  The  chipmunk  lay  last  winter  rolled  up  in 
The  cat  lay  with  her  paws  folded.  a  ball. 

The  cow  lay  asleep  in  the  shade  of  the  The  cat  lay  asleep  on  the  branch  of  a  tree. 

tree.  The  polar  bear  lay  on  the  ice  to  sleep. 

(60) 


4.  Have  the  children  change  the  sentences  of  exercise  2  s(3  that  they  will 
refer  to  yesterday. 

5.  Have  the  children  answer  the  following"  qHestioiis.  if  they  are  familiar 

with  the  stories : 

What  did  Goldilocks  do  when  she  went  upstairs  in  the  boars'  house? 

What  did  the  rabbit  do  while  the  turtle  was  walking  along? 

What  was  the  lion  doing  when  he  put  his  paw  on  the  mouse? 

What  was  the  dog  doing  in  the  manger? 

What  was  the  wolf  doing  when  Red  Riding  Hood  got  to  her  grandma's? 

What  did  Molly  Cottontail  tell  Rag  to  do  while  she  was  away? 

6.  Say  to  the  class,  "When  mama  wishes  baby  to  stop  playing  and  go  to 
sleep,  she  says,  'Lie  down  now  and  go  to  sleep.'  If  the  baby  gets  up  and 
then  lies  down,  mama  says,  'Lie  still,  baby.'  Tell  me  what  you  say  to  your 
dog  when  you  wish  him  to  lie  down ;  when  you  wish  him  to  lie  quietly. 
What  did  the  man  at  the  circus  say  to  the  elephant  when  he  made  him  lie 
down?  What  does  mama  say  when  she  does  not  wish  baby  to  lie  on  the 
wet  ground,  or  on  the  floor?" 

Write  these  sentences  on  the  board,  have  the  class  read  them  aloud,  and 
then  copy  them : 

Lie  down,  baby,  and  go  to  sleep.  The  man  said  to  the  elephant,  "Lie  down." 

Lie  down,  Rover,  and  play  dead.  Do  not  lie  on  the  wet  ground. 

Lie  still  on  the  bed.  Do  not  lie  on  the  floor. 

7.  Dictate  these  sentences : 

I  like  to  lie  on  the  grass  in  the  shade.  Lie  down,  Rover  and  play  dead. 

Mama  lay  down  j'esterday  to  rest.  Do  not  lie  on  the  wet  ground. 

Baby  lay  in  his  cradle  asleep  when  I  The  dog  was  lying  in  the  manger. 

got  home  yesterday.  Lie  quietly  while  you  sleep. 

My  hat  lay  on  the  desk.  I  lay  on  the  grass  at  the  park  watching 
The  wolf  was  lying  in  grandma's  bed.  the  boys  play  ball. 

8.  Have  the  children  make  two  sentences  containing  lie,  lay,  lying. 

9.  Tell  that  part  of  the  story  about  "The  Three  Bears"  where  Goldilocks 
was  upstairs  and  where  the  three  bears  came  home  and  what  they  said 
upstairs.  Have  the  children  reproduce  it  orally,  then  in  writing.  Follow 
by  correction  of  errors. 

The  Dog  in  the  Manger. 
Once  a  dog  was  lying  in  a  manger  full  of  hay.    A  hungry  ox  came  to  eat 
the  hay.    The  dog  got  up  and  snarled  at  him.     "Well,"  said  the  ox,  "^^ou 
can  not  eat  the  hay  yourself,  and  you  will  not  let  any  one  else  eat  it. ' ' 

The  Travelers  and  the  Bear. 
Two  men  were  walking  through  a  forest.  They  agreed  to  help  each  other 
if  any  Avild  animals  came.  Soon  a  big  bear  rushed  out  at  them.  One  man 
was  light  and  nimble.  He  forgot  his  promise,  and  ran  as  fast  as  he  could 
to  a  tree.  The  other  man  could  not  run  fast.  He  lay  down  flat  on  his  face 
and  held  his  breath.  The  bear  came  up  and  smelled  of  him,  but  took  him 
for  dead,  and  ran  off  to  the  wood.  The  man  in  the  tree  came  down.  He 
said.  "What  did  the  bear  tell  you  as  you  lay  on  the  ground?"  "He  told 
me,"  said  the  other  one,  "never  to  trust  you  again." 

(61) 


10.  Fill  in  the  blanks: 

Dr.  Black  told  us  not  to on  the  wot  Ri-ass. 

Did  you down  last  Wednesday  at  S  p.  ra.  V 

JMr.  Jones down  to  rest  Tuesday,  July  10,  at  five  o'clock. 

Their  books  on  thi.s  desk  Lincoln's  Birthday  at  i>.80  a.  m. 

Were  you  down  when  Miss  Jones  called '.•' 

The  squirrel  down   in   the  wood. 

Didn't  your  mother down  to  rest  Thanksfjiving  Day,  November  28,   190S. 

My  hat  here  Admission  Day  at  2.2U  p.  ni. 

For  copy  and  dictation : 

Saturday  some  children  went  to  the  Park.  It  was  May  Day.  Some  of  the  children 
played  games.  Some  didn't  want  to  play.  They  sat  on  the  grass  and  watched  the  others. 
All  the  children  sat  on  the  grass  to  eat  their  lunches.  After  lunch  they  lay  on  the  grass 
to  rest.  While  they  were  lying  down  they  watched  the  other  children  play.  They  didn't 
rest  very  long,  for  it  was  soon  time  to  go  home.     They  started  at  four  o'clock. 

Sunday,  July  4,  1908,  Mary  went  to  Oakland.  She  took  her  pet  dog  with  her.  His 
name  was  Jack.  They  went  to  a  large  park.  Mary  sat  on  the  grass  and  watched  the 
children  play.  Then  she  taught  Jack  some  tricks.  She  taught  him  to  run  after  a  ball. 
Soon  he  grew  tired.  He  lay  on  the  grass  and  went  to  sleep.  While  he  was  lying  there 
Mary  i"an  away.  When  Jack  woke  up  he  couldn't  find  her.  Soon  he  found  her  lying 
on  the  grass.     At  four  o'clock  Mary  and  Jack  went  home. 


THERE  WERE— THERE  ARE.     (Third  Time  Over.) 

1.  Have  them  copy  : 

On  the  trees  in  summer  time  there  were  many  leaves. 

On  the  street,  as  I  went  down  town,  there  were  many  horses. 

At  the  Presidio  there  are  many  soldiers. 

On  the  Seal  Rocks  there  are  many  seals. 

On  the  beach,  on  a  warm  Sunday,  there  are  many  people. 

At  the  end  of  the  table  there  are  two  chairs. 

In  my  house  there  are  two  babies. 

Down  at  the  Ferry  Building  there  are  many  ferryboats. 

Once  upon  a  time  there  were  three  bears. 

Last  week  there  were  some  elephants  at  the  park. 

2.  Dictate  the  sentences  of  exercise  1. 

3.  Have  them  write  the  first  sentence  of  the  following  stories.  Do  not 
begin  all  with  there:  "The  Three  Bears,"  "Three  Little  Pigs,"  "Snow 
White  and  Rose  Red."  "The  Two  Brass  Kettles,"  "The  Frogs  that  Wanted 
a  King. ' ' 

4.  Have  the  children  select  one  word  or  expression  from  each  column  and 
make  as  many  good  sentences  as  they  can : 

Once  upon  a  time  \                              .  two  little  boys. 

Last  year  j                           /   many  apples. 

When  I  was  a  little  girl    /  there  are       \    songs. 

This  morning  \                            )  two  examples. 

Every  day  (  there  were     j  two  girls. 

Yesterday  j                           |    some  houses. 

Aftei-  school  /                             \    two    roses. 

5.  Look  at  the  pictures  in  "English  Lessons,  Book  One."  Write  sen- 
tence.s  about  these  pictures  using  there  are;  as,  "There  are  two  boys  fishing 
from  a  boat"  (page  111),  "There  are  two  children  riding  in  a  dog-cart" 
(page  10.3). 

(G2) 


6.  Tell  them  tlie  sloi-y  of  "Tlie  Town  Mouse  and  tlie  Couiiti'v  Mouse" 
(Blaisdell:  "Child  Life,  Second  Header/'  pages  74-77;  Th()nii)son :  "Nature 
in  Myth  and  Story,"  pag'es  44-46;  Seudder:  "P'ables  and  Folk  Stories," 
pages  84-85),  putting  in  the  phrase  there  were  as  many  times  as  possible. 
The  children  may  reproduce  it. 

7.  Fill  in  blanks: 

Thanksgiving  Day iiiii(>  hoys  at  oiu-  liouse. 

any  tops  in  that  window  V 

Last  May  Day many  flowers  in  Uoldeu  Gate  Tark. 

Every  day many  boats  that  cross  San  Francisco  Bay. 

Each  year many  people  who  visit  California. 

many  pretty  homes  in  Oakland.  Alameda  and  Bei'keley. 

In  our  schoolroom four  windows. 

Saturday two  boys  playing  in  this  yard. 

Decoration  Day ■  many  flowers  on  the  soldiers"  graves. 

When  Mr.  Smith  came  to  California  very  few  houses  in  San  Francisco. 

On  this  side  of  the  room two  doors. 


THERE  WAS— THERE  IS.     (Third  Time  Over.) 

The  children  very  often  make  mistakes  in  this  idiom  if  the  sentence  begins 
in  some  other  way  than  with  there.  This  "time  over"  should  fix  the  form 
so  that  the  final  step,  its  use  in  composition  where  the  attention  is  on  the 
subject-matter,  can  be  taken.  This  comes  late  enough  so  the  sentences  need 
not  be  Acted  out — that  is  to  say.  the  setting  may  be  made  by  the  imagination 
of  the  child. 

1.  "You  may  tell  what  there  was  on  the  table  last  night."  I  will  change 
that  sentence  for  you  and  write  it  on  the  board.  Write :  ' '  On  the  table  last 
night  there  was  a  beautiful  rose."  Have  them  make  up  sentences  beginning 
Avith :  //(  the  stove:  under  the  cJtair;  last  week;  yesterday ;  once  upon  a  time; 
a  long  time  ago:  in  the  woods:  out  by  a  high  tree:  in  the  meadow.  Write 
these  sentences  on  the  board,  the  children  copying  them : 

On   the   table   last   night   there   was   a  Once  upon  a  time  there  was  a  famine  in 

beautiful  rose.  the   land. 

In  the  stove  there  was  a  tire.  A  long  time  ago  there  was  a  good  fairy 

Under  the  chair  there  was  a  sleeping  cat.  living  in  a  forest. 

Last    week    there    was    a    picnic    at    the  In  the  woods  there  was  a   little  squirrel. 

beach.  Out   by    a    high    tree    there   was    a   silent 

Yesterday  there  was  a  parade  on  Market  horseman. 

street.  In  the  meadow   there  was  an  ant's  nest. 

2.  Dictate  the  sentences  of  exercise  1. 

3.  Repeat  exercise  5  of  the  last  series. 

4.  Ask  the  children  to  write  the  first  sentence  of  the  following  stories, 
beginning  with  some  other  word  than  tit  ere,  but  having  the  phrase  there  was 
in  each  sentence:  "The  Dog  and  his  Shadow,"  "The  Thirsty  Crow,"  ""The 
Fox  and  the  Grapes."  "The  Lion  and  the  Mouse,"  "The  Discontented  Pine 
Tree,"  "The  Fox  and  the  Stork,"  "The  Dog  in  the  Manger."  (See  First 
Grade. ) 

5.  Have  a  game  of  riddles.  Begin:  "In  a  green  house  there  is  a  white 
house.  In  the  white  house  there  is  a  red  house.  In  the  red  house  there 
are  many  little  red  and  white  people.  What  is  the  house?"  Answer — ^A 
watermelon.  ((j3) 


Then  give  another:  "On  a  hill  there  was  a  house.  In  the  house  there  was 
a  room.  In  the  room  there  was  a  closet.  In  the  closet  there  was  a  dress. 
In  the  dress  there  was  a  pocket.  In  the  pocket  there  was  a  purse.  In  the 
purse  there  was  some  money.  This  money  had  an  Indian's  head  on  it. 
How  much  was  in  the  purse?"    Answer — One  cent. 

The  children  should  then  make  up  and  write  their  own.  They  will  enjoy 
this  very  much. 

6.  Tell  the  following  story  : 

Once  there  was  a  little  girl  walking  in  the  streets  of  a  large  city.  She  had  no  hat  on 
her  head,  and  her  feet  were  bare.  There  was  snow  on  the  ground.  It  was  fast  growing 
dark.     The  little  girl's  mother  was  sick,  so  she  had  to  go  out  to  sell  matches  for  a  living. 

No  one  had  bought  her  matches  this  day.  She  was  very  hungry  and  had  no  money  in 
her  purse. 

Now  and  then  she  stopped  to  look  at  the  store  windows.  There  was  a  light  there. 
There  was  the  smell  of  good  things  to  eat. 

Soon  she  grew  so  cold  that  she  sat  down  in  a  doorway.  She  lighted  a  match.  She 
thought  she  was  sitting  before  a  fireplace.  She  put  out  her  feet  to  warm  them.  Then 
the  light  went  out.  She  lighted  another  match.  She  thought  she  saw  a  beautiful  room. 
There  was  a  big  fire  burning  in  the  fii-eplace.  Standing  on  the  table  there  was  a  beautiful 
fern.     There  was  a  pretty  bird  in  a  golden  cage. 

In  that  room,  too,  there  was  a  table  covered  with  a  snow-white  cloth.  A  big  goose, 
stuffed  with  apples  and  plums,  was  at  one  end  of  the  table.  Then  her  match  went  out. 
She  lighted  another  match. 

This  time  she  saw  a  beautiful  Christmas  tree.  The  tree  was  covered  with  many  bright 
lights  and  pretty  toys.  The  little  girl  put  out  her  hand  to  take  them.  Then  her  match 
went  out.  J 

She  lighted  another  match.  In  the  clear  bright  light  her  grandmother  stbod  before 
her.  "Grandmother,  take  me  with  you,"  cried  the  little  girl.  In  the  morning  they  found 
her  dead. 

7.  Fill  in  blanks: 

Wednesday,  April  3, no  school. 

Last  Fourth  of  July a  parade  in  San  Francisco. 

April  IS,  1906, a  big  fire  in  San  Francisco. 

In  our  schoolroom a  large  picture  of  Washington. 

On  my  desk  • ■ a  small  piece  of  paper. 

a  book  on  my  desk  last  Wednesday. 

In  Golden  Gate  Park a  large  bear. 

For  copy  and  dictation : 

Last  Wednesday,  June  18,  1908,  there  was  a  picnic  at  the  beach.  Mary  and  Joe  went 
with  Mrs.  Smith.  They  took  the  10.30  a.  m.  train.  They  rode  many  miles.  There  were 
boats  at  the  beach.  They  rowed  until  twelve  o'clock.  They  ate  lunch  at  12.30.  Mary 
and  John  went  home  at  five  o'clock. 

Review. 

The  Wise  Pig. 
There  were  two  fields  in  the  country.  There  was  just  a  fence  between 
them.  One  field  was  covered  with  trees.  There  were  acorns  and  nuts  on 
the  ground.  In  this  field  there  were  many  pigs.  Corn  grew  in  the  other 
field.  Now  pigs  like  corn  best  of  all.  There  was  one  pig  who  wanted  the 
corn.  He  walked  along  the  fence.  He  found  a  hollow  log.  One  end  was 
in  his  field  and  one  end  was  in  the  corn  field.  The  pig  crawled  through 
and  had  a  fine  time  eating  the  corn.  The  farmer  came  next  day  and  put 
him  out.     He  could  not  see  how  the  pig  got  into  the  field.     The  next  day 

(G4) 


the  pig  was  in  the  corn  aiiain.  The  farmer  looked  out  and  there  was  the 
pig  in  the  corn.  This  time  the  farmer  walked  all  around  the  field.  He 
found  the  log  and  turned  it  around.  Now  both  ends  were  in  the  acorn  field. 
The  pig  went  through  the  log.  He  looked  around  and  found  himself  still 
in  the  acorn  field.  He  crawled  through  again.  He  came  out  in  the  same 
field.    He  tried  it  again  and  again.    At  last  he  gave  up  and  ran  away. 

/ 

Why  the  Sea  is  Salt. — Part  I. 

Once  there  were  two  brothers.  One  was  rich  and  the  other  poor.  It  was 
nearly  Christmas.  The  poor  man  had  nothing  in  the  house  for  a  Christmas 
dinner,  so  he  went  to  his  brother  and  asked  for  a  small  gift. 

The  rich  man  w^as  too  surly  even  to  answer  his  brother  politely.  He  took 
down  a  fine  ham  and  threw  it  at  his  brother.  He  said,  "Go  home  and  don't 
let  me  see  your  face  again."  The  poor  man  thanked  him,  put  the  ham 
under  his  arm,  and  went  away.  On  his  way  home  he  had  to  pass  through 
a  great  forest.  In  the  middle  of  the  forest  he  saw  an  old  man  with  a  long 
white  beard.  He  was  cutting  down  trees.  "Good  evening,"  said  the  poor 
man.  The  old  man  looked  at  him.  "That  is  a  fine  ham  you  are  carrying," 
said  he.  "If  you  take  it  to  the  land  of  the  dwarfs  you  may  make  a  good 
bargain  with  it.  Don't  sell  it  for  money.  Take  only  the  old  hand-mill 
which  stands  behind  the  door."  The  poor  man  did  as  he  was  told.  The 
dwarfs  liked  the  smell  of  the  ham.  They  swarmed  around  him  in  great 
numbers.  They  didn't  wish  to  give  up  the  old  mill,  so  the  poor  man  was 
about  to  go.  "Let  him  have  the  old  mill,"  said  one.  So  the  man  took  his 
mill  and  w^ent  home. 

"Where  in  the  world  have  you  been?"  asked  his  wife.  "Wait  and  see 
what  will  happen, ' '  said  the  poor  man.  He  put  the  mill  down  on  the  table 
and  began  to  grind.  Out  came  wax  candles  first,  for  the  room  was  too  dark 
to  see  well.  Then  came  a  fire  on  the  hearth,  and  a  porridge-pot  boiling  over. 
They  ground  out  everything  that  would  make  them  warm  and  comfortable 
that  cold  December  day.  They  ground  out  presents,  too,  for  Christmas, 
and  a  good  Christmas  dinner. 

Answer  in  complete  sentences: 

Once  there  were  what?  It  was  what  time  of  year?  Tell  two  things  the  rich  brother 
did.  What  did  he  say?  What  did  the  poor  brother  do?  Tell  what  he  saw  in  the  forest. 
The  old  man  said  what?  What  did  the  dwarfs  not  wish  to  do?  One  of  them  finally  said 
what?  His  wife  asked  what?  What  came  out  first?  Why?  What  else  did  they 
grind  out? 

Why  the  Sea  is  Salt. — Part  II. 

When  the  people  went  by  the  house  to  church,  they  were  astonished. 
There  was  glass  in  the  windows,  instead  of  papers.  The  poor  man  and  his 
wife  had  new  clothes.  ' '  There  is  something  strange  about  this, ' '  said  every 
one. 

Three  days  afterwards  the  rich  brother  was  invited  to  a  feast  at  his  poor 
brother's.  "Where  did  you  get  all  these  things?"  he  asked.  The  brother 
told  the  rich  one  all  about  the  bargain.    He  showed  him  the  mill  and  had  it 

(G5) 


grind  out  beautiful  tliintis  for  the  poor.    The  rich  brother  wi.shed  to  borrow 
it ;  but  the  man  was  never  to  lend  it. 

Soon  this  man  was  very  rich.  He  built  a  castle  on  a  rock  near  the  sea. 
One  day  a  mercliant  came  along.  He  wished  to  buy  the  mill.  He  wanted 
to  grind  out  salt.  The  mill  couldn't  be  sold.  That  night  the  merchant  got 
into  the  castle  and  stole  the  mill.  He  put  it  in  a  boat  and  set  out  to  sea. 
When  he  was  a  little  way  out  he  said,  "Grind  salt,  nothing  but  salt.'\  Soon 
all  the  bags  were  tilled.  Then  the  boat  began  to  till.  "What  shall  we  do 
now?"  cried  the  merchant.  But  the  mill  wouldn't  stop  grinding,  and  the 
ship  sank.  The  mill  is  still  at  the  bottom  grinding  out  salt.  This  is  the 
reason,  say  the  peasants  of  Norway  and  Denmark,  why  the  sea  is  salt. 

1.  Give  sentences  from  the  story,  using  the  following: 

there  was  showed  built  began  wouldn't 

told  wished  came  sank  peasants  of  Norway  and  Denmark 

2.  ^Vriic  a  sentence  telling  what  the  merchant  said  to  the  mill.  Write  a 
sentence  telling  what  the  rich  hrothcr  asked  when  he  came  to  the  feast. 

3.  Reproduce  the  story. 

Review. 

1.  Have  the  children  copy  from  the  board  the  names  of  the  months,  the 
holidays,  and  the  days  of  the  week. 

2.  Have  the  children  make  sentences  containing  each  of  the  above. 

3.  Fill  in  the  blanks : 

To-morrow  will  be .  To-day  is  . 


Christmas  comes  in   the  month  Yesterday  was  . 

of  .  Next  month  will  be  

My  birthday  comes  in  the  month  We  do  not  come  to  school 

of  .  and  . 

I  went  to  church  last  .  Last  month  was . 


4.  Fill  in  the  blanks  with  dates  or  names  of  holidays : 

Next  Independence  Day  is  .  February    will    be    Washington's 

The  date  to-day  is  .  Birthday. 

I  will  be  ten  years  old .  My    watch    was    given    to    me    Christmas 

■  Day  is  September  . . 


All  the  people  remember  Wednesday  comes  May  30,  1907. 

morning,  April  .  Did  you  see  the  parade  ? 

Did  you  have  a  pleasant  time ? 

5.  Write  a  sentence  containing  the  name  of  the  third  day  of  the  week. 
Write  a  sentence  containing  the  name  of  a  day  of  the  week  and  a  date. 
Write  a  sentence  containing  the  name  of  a  month  of  the  year  and  a  date. 
Write  a  question  asking  for  the  date  of  your  mother's  birthday.  Write  a 
sentence  containing  the  name  of  a  holiday  and  a  date. 

6.  AVrite  five  sentences  containing  the  names  of  places.  Write  three 
sentences  beginning  with  tJiere  were.  Write  two  sentences  that  ask  ques- 
tions. Write  the  names  of  the  months.  Write  the  names  of  the  days  of 
the  w^eek. 

7.  The  following  sentences  contain  the  forms  taught  so  far  in  the  Third 

(GG) 


Grade.     They  may  be  plaeed  on  the  board  a   few  at   a  time  for  copy  and 
study,  aud  then  dictated  to  the  class : 

1.  Mrs.  Jont's  c-;iiiu'  homo  early. 

2.  The  two  boys  were  not  here  to-day. 

3.  Admission  Day  and  Labor  Day  come  in  Seiitcnilier. 

4.  January  is  the  first  month  of  the  year. 

■).  Mr.  and  Mrs.  Jones  brought  my  sister  a  bcaiiiilul  watch. 

0.   Did  you  see  the  parade  last  Fourth  of  JulyV 

7.  The  Christmas  exercises  will  be  held  at  the  church,  December  25,  1!)07. 

5.  There  are  too  many  i)eoi)le  here. 

0.  I  lent  my  knife  Wednesday.  Febrviary  '.',.   liMMi. 

10.  Brins  some  flowers  for  Decoration  Day. 

11.  Did  your  two  brothers  have  a  good  time  last  ThursdayV 

12.  John  walked  too  far  into  the  woods  May  Day. 

18.   Dr.  Smith  had  to  be  called  the  day  after  Thankssiving-. 

14.  June  o,  lOOS.  is  the  date  set  for  the  picnic. 

1").  The  meeting-  will  be  held  Tuesday,  August  4.  lilOT. 

1<5.   December.  January,  and  February  are  the  winter  months. 

17.  March,  April,  and  May  are  the  spring  months. 

18.  June,  July,  and  August  are  the  summer  months. 

20.  They  spoke  too  slowly. 

19.  September,  October,  and  November  are  the  autumn  months. 

21.  The  baby  fell  down  yesterday. 

22.  It  began  to  rain  Friday  at  four  o'clock. 
28.  He  threw  the  ball  to  his  sister. 

24.  The  boys  played  too  long  at  recess. 

25.  The  boys  swam  in  the  lake  yesterday  and  look  a  hard  cold. 
2(5.  We  shall  take  the  ten  o'clock  boat  for  Oakland. 

27.  The  circus  parade  will  go  up  Market  street. 

28.  Miss  Jones  lives  on  California  street. 

21).  They  should  not  walk  too  far  up  Jackson  street. 

Past  Tense  of  Verbs.      Capitals.      Too.      Coniractions. 
Special  verb  ^' Teach." 

8.  Tell  whether  the  italicized  words  are  present  or  past.     If  they  are 

present,  change  them  to  past : 

The  weaver  sits  at  his  loom.  He  teaches  his  dog  many  tricks. 

The  men  stood  firm  while  the  battle  raged.  She  drinks  milk  for  breakfast. 

The  summer  comes  and  goes.  He  takes  his  sister  with  him  on  a  ride. 

The  men  begin  their  work.  The  children   think  carefully   before  they 

I  read  in  the  Second  Reader.  write. 

9.  Follow  this  model,  using'  the  following  verbs : 

Model:  I  sang.  We  sang. 

You  sang.  You  sang. 

He  sang.  They  sang, 

learned  won  thought  Nvent  said 

drew  fell  did  saw  took 

10.  Change  to  the  contracted  form : 

He  is  not  in  town  to-day.  Frogs  can  not  live  without  water. 

She  could  not  do  her  work.  The  top  has  not  any  string. 

The  farm  did  not  pay.  The  cover  will  not  stay  down. 

They  are  not  going  with  us.  The  trees  have  not  any  leaves. 

11.  Write  two  sentences  telling  what  you  taught  your  dog.  Write  two 
sentences  telling  what  games  the  boys  taught  you.  Write  two  sentences 
telling  what  the  circus-man  taught  the  horses  to  do. 

12.  Put  on  the  board  the  past  tense  of  the  verbs  under  "Third  Time 
Over. ' '     Have  the  children  select  the  verbs  that  would  apply  to  a  dog  and 

(67) 


finish  the  sentence;  as,  "A  dog  saw  a  cat,"  "A  dog  ran  after  the  cat,"  etc. 
This  device  may  be  varied  by  having  the  sentences  written  about  a  girl,  a 
boy,  a  bird,  etc. 

Devices  for  Review. 

1.  Tell  in  sentences : 

AVhat  we  call  the  first  day  of  the  year. 

What  great  man's  birthday  comes  in  February. 

On  what  day  we  decorate  the  soldiers'  graves. 

On  what  day  we  fire  off  firecrackers. 

What  two  holidays  come  in  September. 

On  what  day  we  give  thanks. 

What  we  call  the  first  day  of  May. 

2.  Write  the  names  of  the  months  of  the  year  in  order.  Write  the  names 
of  the  days  of  the  week  in  order.  Write  the  names  of  all  the  holidays  you 
know. 

3.  Punctuate  these  sentences : 

She  will  be  married  September  6  1909  He  lived  in  Oakland  California  on  Janu- 

He  will  finish  school  March  30  190S  ary  .3  18.88 

My  friend  died  January  6  1896  December  22  1907  was  her  last  birthday 

I  shall  go  to  see  her  February  3  1907  August  8th  was  a  warm  day 

Will  you  go  away  before  October  19  1907  November  28  1907  will  be  Thanksgiving 

Come  to  my  house  Wednesday  April  10th  Day. 

Will  August  3d  be  too  long  to  wait 

4.  Put  on  the  board  this  list.  Have  the  children  make  sentences  illus- 
trating the  contracted  form  of  each : 


w-as  not 

does  not 

can  not 

should  not 

had  not 

were  not 

did  not 

would  not 

is  not 

I  will 

have  not 

do  not 

has  not 

are  not 

I  am 

5.  Fill  in  the  blanks  wath 


there 


two  apples  on  my  desk  this  morning? 

Once  — a  little  boy  and  a  little  girl  who  lived  alone. 

In  my  house eighteen  windows. 

four  rows  of  desks  in  this  room. 

A  long  time  ago —  a  boy  named  Tom. 

In  John's  desk  - — ■ a  piece  of  blue  paper. 

seven  boys  in  the  first  row  now. 

as  many  boys  as  girls  in  the  room. 

In  the  pond  by  the  schoolhouse •  many  frogs. 

QUOTATIONS— PURPOSE  AND  METHOD. 

Purpose  and  Method. — It  can  not  be  denied  that  quotation  marks  are 
of  little  use  in  ordinary  business  or  social  correspondence.  The  school 
should  spend  comparatively  little  time  on  a  subject  for  which  the  world 
makes  no  demand.  Yet  school  tradition  for  this  topic  is  so  universal  that 
at  present  it  seems  unwise  to  leave  it  out. 

It  is  introduced  at  the  end  of  the  third  year,  as  on  account  of  its  novelty, 
the  children  rather  enjoy  it.     They  thus  learn  it  in  less  time  and  at  less 
,  expense  of  energy  than  later  on  when  interest  is  lost  in  formal  work. 

(68) 


If  the  children  are  not  proficient  in  the  matter  that  goes  before,  it  would 
1)0  advisable  to  leave  this  topic  over  until  the  next  year. 

The  correct  use  of  quotations  is  acquired  by  a  slow  process.  Quotations 
may  be  divided  into  several  type  forms,  and  each  one  of  these  types  mastered 
before  the  next  one  is  taken.  The  second  and  third  forms  are  more  easily 
mastered  than  the  first,  and  the  last  ones  easiest  of  all.  The  children  have 
acquired  the  habit  of  putting  in  the  marks  by  this  time,  so  when  they  have 
learned  the  type,  they  do  not  forget  to  put  in  the  marks.  The  method  is  that 
of  imitation,  not  explanation.  There  is  much  repetition,  with  the  teacher 
reminding  the  pupils  at  first,  and  afterwards  leaving  them  to  themselves. 
It  is  easy  to  teach  them  to  use  the  marks  so  that  no  errors  will  be  made  in 
dictation,  but  the  use  in  composition  is  much  more  difficult.  The  children 
get  it  first  by  having  their  attention  called  to  the  quotations  beforehand,  by 
having  them  written  on  the  board  in  answer  to  questions,  and  by  asking 
them  to  read  over  their  papers  to  see  if  they  have  omitted  any  quotations. 
They  are  helped  by  putting  a  mark  in  the  margin  and  handing  the  paper 
back  to  have  the  sentence  containing  the  quotation  recopied  and  others  made 
up  like  it. 

The  tj^pes  are : 

1.  (a)   John  said,  "I  am  going  home." 

(6)   John  asked,  "May  I  play  with  Tom?" 

2.  (a)   "I  am  going  home,"  said  John. 

(6)    "May  I  play  with  Tom?"  asked  John. 

3.  (a)    John  said  to  me,  "I  am  ten  years  old." 
(6)   John  asked  me,  "Where  are  you  going?" 

4.  (a)    "The  boy,"  said  John,  "is  not  to  blame." 
(6)    "Are  you,"  asked  John,  "to  leave  school?" 

5.  The  boy  said,  "It  is  a  fine  day.     I  will  go  fishing." 

6.  The  boy  asked,  "Will  you  go  fishing?     It  is  a  fine  day." 

In  the  Third  Grade  the  first  two  types  only  should  be  taught.  The  follow^- 
ing  is  the  method  for  presentation  and  drill  on  the  first  type.  The  second 
may  be  similarly  taught. 

1.  Ask  one  of  the  children  for  a  sentence  about  his  dog.  Write  it  on  the 
board,  punctuating  it  properly.  Then  ask  what  else  must  be  put  on  the 
board  so  that  anybody  who  didn't  hear  John  say  it  would  know  he  said  it. 
The  answer  will  be  "John  said."  Put  this  before  the  sentence,  and  put  in 
the  comma  and  quotation  marks,  calling  attention  to  the  marks  before  and 
after  the  quotation.  After  writing  three  or  four  sentences  in  this  way, 
have  different  children  come  up  and  put  in  the  marks,  until  there  are  ten 
sentences.    Have  these  copied : 

John  said,  "My  dog  is  black."  Allen  said.  "My  dog  .lumps  rope." 

Mary  said,  "I  like  to  write  well."  Willie   said,    "There   is  a   picture   on    the 

Hazel  said,  "I  fed  the  silkworms  this  wall." 

morning."  Mary  said,  "I  have  a  new  dress." 

Joe  said,  "I  am  going  to  the  beach  to-  Rose  said,  "The  frog  ate  a  worm." 

morrow."  Jack   said,   "There   are   two  frogs   in   the 
The  teacher  said,  "I  like  good  children."  cage." 

2.  Write  on  the  board  and  punctuate : 

The  girl  said,  "The  day  is  very  warm." 
(69) 


Have  the  children  make  similar  sentenees ;  write  and  punctuate  the  first 
two.  then  liave  the  children  finish  the  remainder.     Copy: 

I  said,  "I  will  write  for  you." 

The  boy  said.  "It  was  late  when  I  reached  home." 

The  man  said,  "My  house  is  very  large." 

The  boy  said,  "I  rowed  the  boat  across  the  water." 

Amy  said.  "I  am  glad  you  had  a  good  time." 

The  little  girl  said.  "My  bird  can  sing." 

Mama  said,  "Come  home  to  lunch." 

The  boy  said,  "I  can  swim." 

3.  Say  to  the  class,  "This  morning  I  went  to  the  bakery  to  buy  some 
bread.  Let  us  write  down  what  I  said  to  the  baker  and  what  he  said  to  me. 
What  shall  we  write  ? ' ' 

I  said,  "Good  morning."  The  baker  said,  "Good  morning."  I  said.  "I  wish  to  buy  a 
loaf  of  bread."  The  baker  said,  "My  bread  isn't  ready  yet."  I  said,  "I  am  sorry."  The 
baker  said,  "1  hope  my  bread  will  be  ready  to-morrow  morning." 

The  children  tell  where  the  marks  should  be  placed  as  each  sentence  is 
Avritten,  then  have  them  copy  it  on  paper.  Care  must  be  taken  that  no 
words  creep  in  after  said,  as  "to  me,"  or  "to  the  baker,"  and  that  there 
are  no  questions. 

4.  Send  the  children  to  the  board  and  dictate  quotations  of  this  type. 
When  any  mistakes  are  made  correct  them  at  once.  Then  dictate  the  same 
quotations  at  their  seats. 

5.  Have  the  children  make  up  ten  quotations  of  their  own — two  telling 
what  mama  said,  two  what  baby  said,  two  what  the  teacher  said,  two  what 
John  said,  two  what  the  boys  on  the  playground  said. 

6.  Nearl}'  all  the  children  should  now  be  able  to  copy  correctly  and  write 
from  dictation,  but  some  of  them  are  careless.  They  know  where  to  put 
the  marks  when  their  attention  is  called  to  it,  but  they  often  forget  them. 
As  a  cure  for  carelessness,  put  the  following  sentences  on  the  board,  asking 
them  to  rewrite,  putting  in  the  quotation  marks  and  the  comma  before  the 
quotation : 

The  boy  said  Come  home.  The  old  man  said  I  am  very  hungry. 

The  little  girl  said  It  is  warm  to-day.  The  blind  man  said  Please  show  me  the 

John  said  I  am  going  home.  way. 

Mary  said  I  like  peaches.  The  turtle  said  Let  us  run  a  race. 

Willie  said  The  clock  has  stopped.  May  said  I  have  a  pretty  doll. 

Mama  said  It  will  rain  to-day.  The  man  said  There  is  no  wolf. 

Papa  said  Be  a  good  boy.  The  boy  said  He  will  come  again. 

The  teacher  said  Write  your  very  best.  The  lady  said  You  are  very  kind. 

7.  Tell  this  story  and  have  it  reproduced,  first  having  the  quotations 
written  on  the  board : 

Jennie  was  a  little  girl.  Her  papa  was  very  rich.  She  lived  in  a  big  house  and  had  a 
very  pretty  garden.  One  day  she  was  playing  with  her  ball.  It  rolled  to  the  fence  and 
she  ran  after  it.  Outside  she  saw  two  poor  little  girls.  Jennie  said,  "Please  come  in 
and  play  with  me."  The  little  girls  said,  "We  will  ask  our  mother."  The  girls'  mother 
said,  "Yes."  The  girls  went  in  and  played  ball  until  they  were  tired.  Then  Jennie  said, 
"Let  us  sit  down  under  the  tree  to  rest."  She  brought  out  some  bread  and  butter,  and 
some  candy  and  nuts  for  them  to  eat.  Then  the  little  girls  went  home.  They  said, 
"Thank  you,  Jennie."'     Jennie  said  to  her  mama,  "They  were  very  nice  little  girls." 

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The  following  are  good  stories  hn-  reproduction  foi-  tlic  use  oi"  ((notations. 
Be  certain  to  nse  only  the  one  type  of  (piotation:       . 

"The  Tortoise  and  the  Hare." 

^Esop :  Fables. 

Scudder:  Fa])Ies  and  Folk  Stories. 

Ward:  Thii-d  Reader. 

Boston  collection  of  Kindergarten  Stories. 

"The  Hawk  and  the  Nightingale."  ^sop's  Fables,  published  by  the 
Educational  Publishing  Company,  Young  Folks'  Li])rary  of  Clioice  Litera- 
ture.    This  story  will  not  do  as  printed,  but  can  be  made  over  as  follows: 

A  little  nightinfiiilP  siit  singing  in  a  tree.  An  old  hawk  saw  her.  The  hawk  said.  '"I 
will  eat  her  for  m.v  supper."  So  he  .swooped  down  upon  the  little  nightingale  and  seized 
her  in  his  claws.  The  nightingale  said.  "Please  let  me  go."  But  the  hawk  was  hungry 
and  would  not  do  it.  The  nightingale  said,  "I  am  such  a  little  bird."  But  the  hawk 
would  not  let  her  go.  The  nightingale  said,  "Eat  some  other  bird  instead."  The  hawk 
said.  "I  think  you  will  do  very  well  to  begin  my  feast  on." 

In  the  same  way  may  be  rewritten  the  stories  of  "The  Fox  and  the 
Crab,"  "The  Dog  and  his  Shadow,"  "The  Cat  and  the  Birds."  They  are 
found  in  the  same  book  as  the  story  of  "The  Hawk  and  the  Nightingale." 

8.  For  copy,  punctuation  or  dictation : 

The  boy  said,  "I  will  come  home  at  3  p.  m." 

The  little  girl  said.  "We  are  going  to  Berkeley  Saturday." 

John  said.  "They  came  to  our  house  New  Year's  Day  at  four  o'clock." 

Mary  said,  "Come  to  see  me  Wednesday,  April  10,  at  2.15  p.  m." 

Willie  said,  "The  clock  stopped  at  5  p.  m." 

Mama  said,  "You  may  go  to  Alameda  Washington's  Birthday  on  the  5.20  p.  m.  boat." 

The  lady  said.  "There  were  many  flowers  in  Golden  Gate  Park  last  June." 

Papa  said,  "We  shall  cross  San  Francisco  Bay  Easter  Sunday  at  10  a.  m." 

The  teacher  said,  "Don't  come  to  school  Fourth  of  July.'' 

The  man  said,  "I  came  to  California  the  31st  of  August." 

He  asked,  "Didn't  you  go  to  Los  Angeles?" 

"I  went  to  Berkeley,"  said  I. 

"We  shall  sing  our  Christmas  song,"  said  the  teacher. 

"We  will  not  sing  it  too  loudly,"  said  the  children. 

"Wednesday  is  our  day  for  house-cleauing,"  said  the  woman. 

She  sold  her  berries  for  twenty  cents. 

"They  haven't  cried  all  day."  said  the  little  care-taker. 

"Couldn't  you  buy  just  one?"  she  cried. 

For  copy : 

Mr.  Brown  said,  "Come  again  at  4  p.  m." 

"Do  not  leave  the  room,"  said  she. 

John  asked.  "What  time  do  you  reach  school  in  the  morning?"' 

Mary  replied.  "I  reach  school  at  S.30  a.  m." 

"I  start  for  school  at  7  p.  m.,"  said  John. 

"Then  you  must  attend  night  school,"  added  Mary. 

"At  ten  o'clock  we  shall  start,"  said  they. 

"They  will  be  home  by  8  p.  m.,"  said  she. 

"Mi.ss  Brown,  are  you  going  with  us?''  the  children  called. 

"Mr.  Brown  is  going,"  said  she. 

Following  this  series  take  np  the  same  type  in  the  question  form.  (It  is 
not  well  to  take  this  up  until  after  the  children  have  had  the  series  on 
"Questions,"  page  37.) 

(71) 


1.  Take  a  ball  in  your  hand  and  put  j^our  hand  behind  your  back.  Then 
say,  "You  may  guess  what  it  is.  I  will  answer  any  question  with  yes 
or  no." 

Write  their  questions  on  the  board,  putting  the  question  mark  after  each 
in  colored  chalk. 

Is  it  made  of  wood?  Is  it  candy?  Is  it  round?  Is  it  a  ball? 

Then  ask,  "Who  asked  this  question?"  John  replied,  "I  did,"  so  write 
before  his  question  John  asked,  putting  in  the  proper  marks.  In  the  same 
way  write  before  each  question  the  name  of  the  person  who  asked  it.  and 
put  in  the  proper  marks.    Have  the  children  copy  ten  of  the  sentences. 

2.  Copy  the  following: 

John  asked,  "Did  the  birds  fly  away?"  John  asked,  "Where  is  my  top?" 

The  man  asked,  "Will  you  work  for  me?"  I  asked.  "Do  you  know  your  lesson?" 

The  boy  asked,  "Am  I  too  late?"  The  teacher  asked,  "Are  you  ready?" 

Mary  asked,  "Will  you  go  with  me?"  We  asked,  "Is  it  raining?" 

The  girl  asked,  "Are  you  going  now?"  She  asked,  "Did  the  tree  fall?" 

3.  Make  up  ten  quotations  like  this  : 

John  asked,  "Will  you  sell  your  top?" 

4.  Dictate  the  quotations  copied  in  another  lesson. 

5.  The  same  conversational  device  may  be  used,  adding  the  question;  as. 

One  day  I  went  to  a  jewelry  store  to  buy  a  watch.  I  said,  "I  wish  to  buy  a  watch." 
The  jeweler  asked,  "What  kind  of  a  watch  do  you  wish?"  etc. 

In  the  same  way  the  children  may  write  with  the  teacher  a  conversation 
between  (1)  A  boy  and  a  jeweler.  The  boy  goes  to  the  store  to  buy  a  watch, 
(2)  A  boy  who  wishes  to  play  with  another  boy,  and  his  mother  who  wishes 
him  to  do  his  work  at  home.  (3)  A  conversation  between  two  boys  who 
are  out  fishing.  (4)  An  imaginary  conversation  between  two  books  that 
have  been  badly  treated.  (5)  The  same  between  a  pretty  new  doll  and  an 
old  one.     (6)  Two  boys  who  wish  to  trade  knives  or  tops  or  marbles. 

The  following  stories  are  good  to  use  for  reproduction.  It  is  a  good  idea 
to  have  the  quotations  written  upon  the  board  first  in  answer  to  your 
questions.  Then  let  the  children  see  how  many  they  can  bring  into  their 
reproduction.  Be  certain  to  keep  to  the  type  in  use.  The  stories  must  be 
told  in  the  type  form:  John  said,  "I  am  going  home,"  and  John  asked, 
"Are  you  going  home?" 

"The  Ant  and  the  Grasshopper." 

Scudder :  Fables  and  Folk  Stories,  pp.  105-lOG. 

Lane :  Stories  for  Children,  pp.  44-45. 

The  Morse  Reader  II,  pp.  55-56. 
"The  Fox  and  the  Goat." 

Scudder  :  Fables  and  Folk  Stories,  p.  58. 

Baldwin  :   Second  Reader,  pp.  13-14. 

Ward  :  Third  Reader,  p.  30. 
"Belling  the  Cat." 

Scudder:  Fables  and  Folk  Stories,  p.  TS. 
"The  Fbog  and  the  Ox." 

Scudder:  Fables  and  Folk  Stories,  p.  78. 
"The  Arab  and  His  Camel." 

Baldwin  :  Fairy  Stories  and  Fables,  p.  108. 

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6.  As  soon  as  the  children  are  fairly  proficient  in  writing-  from  dictation 
quotations  after  said  and  asked,  various  words,  sucli  as  replied,  answered, 
called,  and  cried,  may  be  nsed. 

Write  on  the  board  the  sentence,  Mama  said,  "Come  home."  Say  to  the 
class,  "If  you  were  far  away  and  mama  wished  you  to  come  home,  what 
must  she  do?"  If  the  answer,  "shouted,"  or  "screamed,"  is  given, 
"called"  may  be  substituted,  and  the  sentence  written:  Mama  called, 
"Come  home."    In  the  same  way  get: 

The  boy  screamed.  "Oh,  it  hurts  me."  My  baby  says,  "Mama,  papa." 

The  boy  called,  "Nero,  come  here."  She  whispered,   "I  am  going  to  Oakland 

The  boy  thought,  "My  dog  is  prettier."  after  school." 

Have  these  sentences  copied.  The  next  day  put  this  list  on  the  board  in 
a  vertical  line,  and  have  the  children  give  the  sentences  while  the  teacher 
writes  them  on  the  board.  Then  have  the  sentences  studied.  Later  dictate 
them. 

said  replied  cried 

inquired  answered  called 

asked  whispered  shouted 

7.  For  copy,  punctuation,  and  dictation : 

John  asked,  "Couldn't  you  come  to  our  house  Thursday,  August  3,  1909,  at  2  p.  m.  ?" 
The  boy  asked,  "May  I  go  to  Berkeley  Admission  Day  on  the  1.20  p.  m.  boat?" 
The  teacher  asl|^,  "Does  Washington's  Birthday  come  the  22d  of  February?" 
She  asked,  "Didn't  they  bring  their  books  to  school  Thursday,  August  2-1?" 
The  girl  asked,  "Will  you  bring  your  doll  to  school  St.  Valentine's  Day?" 
Mary  asked,   "Aren't  you  going   to  Golden   Gate   Park  Tuesday,   January   22,   at  ten 
o'clock?" 

I  asked,  "Can  you  bring  me  those  two  books  to-morrow  at  10  a.  m.?" 
They  asked,  "Wouldn't  she  go  across  San  Francisco  Bay  Admission  Day?" 

8.  For  copy  and  dictation : 

It  was  1.30  p.  m.  September  9,  1908.  John  and  Mary  were  walking  along  Market 
street.  "Don't  you  think  it  is  too  late  to  meet  Dr.  Smith?"  asked  John.  "He  told  us  to 
meet  him'at  two  o'clock  in  Golden  Gate  Park,"  replied  Mary.  "Aren't  you  glad  Admission 
Day  is  a  holiday?"  "Yes,  we  will  have  a  fine  time,"  said  John.  "Dr.  Smith  wmII  take  us 
to  the  Chutes  and  Cliff  House,  too." 

Last  Wednesday  when  John  was  playing  'in  Golden  Gate  Park,  his  ball  rolled  away. 
A  boy  named  Tom  caught  it.  "Here  is  your  ball,"  he  called.  "I'm  much  obliged," 
answered  John.  "Won't  you  play  with  me?"  he  asked.  "Yes,  I  will  play  till  Dr.  Jones 
comes.  He  is  going  to  take  me  to  the  Cliff  House,"  said  Tom.  John  asked,  "Don't  you 
live  in  San  Francisco?"  Tom  replied,  "No,  I  live  in  Berkeley.  It  is  Admission  Day  so 
we  had  a  holiday." 

Once  President  Roosevelt  visited  California.  The  little  son  of  Dr.  Jones  wanted  to 
see  him  very  much.  "Y"ou  shall  see  him  if  I  can  help  you,"  said  his  father.  The  day  of 
the  great  parade  came.  It  began  at  9.45  a.  m.  on  Market  street,  and  went  up  Van  Ness 
avenue.  Dr.  Jones  had  to  go  to  Alameda  that  Friday.  Poor  little  Frank  was  left  alone. 
"I'm  going  to  see  President  Roosevelt  any  way,"  said  Frank.  He  walked  along  Sacra- 
mento street,  and  soon  saw  a  man  in  a  buggy.  "Will  you  take  me  to  see  President 
Roosevelt?"  he  asked.  The  man  couldn't  refuse.  "Jump  in,"  he  said.  So  Frank  saw 
the  great  President  Roosevelt  after  all. 


(73) 


stories. 

The  Canary  and  the  Hawk. 

A  canary  sat  singing  in  a  tree.  An  old  liawk  saw  her.  The  hawk  said. 
"I  will  eat  you."    The  hawk  caught  the  bird  in  his  claws. 

"Let  me  go!"  said  the  little  canary. 

"I  want  to  eat  you."  said  the  hawk. 

"I  am  such  a  little  bird,"  said  the  canary. 

The  hawk  said,  "I  do  not  see  any  larger  birds  now,  so  1  will  eat  xou 
first." 

The  Grasshopper  and  the  Ant. 

One  summer  an  ant  made  her  nest  and  put  some  food  into  it. 
In  winter  a  grasshopper  came  to  the  ant  and  said,  "Give  me  something 
to  eat." 

The  ant  asked  her,  "What  did  you  do  in  summer?" 

"I  jumped  and  sang,"  said  the  grasshopper. 

'Then  you  may  jump  and  sing  all  winter,"  the  ant  said. 

The  Rabbit  and  the  Turtle. 

One  day  a  rabbit  met  a  turtle.  "Let  us  run  a  race,"  said  the  rabbit.  So 
they  ran.  The  turtle  crawled  on  slowly.  The  rabbit  pla>^d  in  the  grass. 
Then  she  ran  as  fast  as  she  could.  She  caught  up  with  the  turtle.  She 
lay  down  under  a  tree  and  went  to  sleep.  The  turtle  crawled  on  and  came 
to  the  oak  tree.  Soon  the  rabbit  woke  up.  She  ran  again  as  fast  as  she 
could.  She  came  to  the  tree  and  saw  the  turtle  there.  "I  did  not  know 
that  you  could  crawl  so  fast."  said  the  rabbit. 

The  Wolf  and  the  Fox. 

Once  a  wolf  caught  a  fox.  The  wolf  said,  "Get  me  something  to  eat." 
The  fox  said,  "Come  with  me."  So  they  went  on  together.  They  came  to 
two  ducks.  The  fox  took  one.  He  gave  it  to  the  wolf.  Then  the  fox  ran 
away  from  the  wolf. 

The  wolf  ate  the  duck.  He  wanted  the  other  duck.  He  went  after  it. 
He  made  so  much  noise  that  a  man  saw  him.  The  man  hit  the  wolf  with 
a  stick.    The  wolf  ran  away,  too.    He  did  not  get  the  duck. 

The  wolf  caught  the  fox  again.  He  said,  "Get  me  something  to  eat  or  I 
will  eat  you. ' '  The  fox  said,  ' '  Come  with  me. ' '  He  took  the  wolf  to  a  barn. 
There  was  a  little  hole  in  the  door.  They  crawled  in  and  found  a  fat  pig. 
The  wolf  began  to  eat.  The  fox  ate  some,  too.  The  fox  went  to  the  hole. 
He  could  still  get  out.  The  wolf  kept  on  eating.  A  man  heard  a  noise  in 
the  barn  and  went  in.  Then  the  fox  crawled  out  at  the  hole  and  ran  away. 
The  wolf  tried  to  crawl  out,  too,  but  he  could  not.  He  had  eaten  too  much. 
The  man  killed  the  wolf.    Then  the  fox  was  happy. 

9.  Type  two  may  be  presented  and  drilled  upon  in  a  similar  manner. 

(74) 


FOURTH  GRADE, 


DAILY  DRILLS, 

While  this  Bulletin  contains  much  material  worked  out  at  length,  the 
author  feels  that  a  few  drills  given  daily  will  help  more  toward  acquir- 
ing correct  forms  than  the  study  of  too  many  details.  The  exercises  should 
be  given  every  day.  In  a  country  school  they  may  be  given  to  all  the  classes 
at  once.  The  teacher  gives  the  incorrect  form,  the  children  responding  in 
concert  with  the  correct  form.  After  they  have  become  fairly  proficient, 
vary  the  exercise  by  having  the  children  respond  individually.  Sides  may 
be  arranged  and  the  sentences  responded  to,  first  by  one  side  and  then  by 
the  other. 

The  second  exercise  consists  in  answering  the  questions  correctly.  As 
soon  as  the  children  have  learned  to  do  independent  work,  these  questions 
may  be  written  on  the  board  and  answered  in  writing.  The  responses  in 
the  first  exercise  may  also  be  given  in  writing  if  the  teacher  has  the  time. 


Daily  Drills — Fourth  Grade. 


Teacher. 

I  seen  a  man. 

He  eat  some  candy. 

I  come  to  school  yesterday. 

She  drunk  a  glass  of  water. 

I  done  my  work. 

It  is  me. 

It  was  them. 

It  was  him. 

It  was  her. 

There  is  two  books  on  the  desk. 

There  was  two  apples  on  the  table. 

I  have  saw  a  man. 

They  haven't  came  yet. 

I  have  rode  to  school  every  day. 

They  have  went  away. 

I  have  drank  some  milk. 

He  rung  the  bell. 

I  loaned  my  pencil. 

Can  he  come  to  see  me? 

Can  I  write  on  the  board? 

She  learned  me  to  spell. 

Tom  learned  his  dog  to  sit  up. 

The  lady  set  down  to  rest. 

I  laid  down  yesterday. 

You  must  not  lay  on  the  wet  grass. 

Lie  this  book  on  the  table. 

He  lay  his  paper  on  the  desk. 

I  sat  the  box  on  the  table. 


Pupil. 

I  saw  a  man. 

He  ate  some  candy. 

I  came  to  school  yesterday. 

She  drank  a  glass  of  water. 

I  did  my  work. 

It  is  I. 

It  was  they. 

It  was  he. 

It  was  she. 

There  are  two  books  on  the  desk. 

There  were  two  apples  on  the  table. 

I  have  seen  a  man. 

They  haven't  come  yet. 

I  have  ridden  to  school  every  day. 

They  have  gone  away. 

I  have  drunk  some  milk. 

He  rang  the  bell. 

I  lent  my  pencil. 

May  he  come  to  see  me? 

May  I  write  on  the  board? 

She  taught  me  to  spell. 

Tom  taught  his  dog  to  sit  up. 

The  lady  sat  do'vvn  to  rest. 

I  lay  down  yesterday. 

You  m.ust  not  lie  on  the  wet  grass. 

Lay  this  book  on  the  table. 

He  laid  his  paper  on  the  desk. 

I  set  the  box  on  the  table. 


6— BUL.   9 


(75) 


Teacher. 
What  did  you  see  this  morning? 
What  did  you  eat  for  breakfast? 
Did  you  come  to  school  yesterday? 
What  did  you  drink  this  morning? 
Did  you  do  your  work? 
Who  is  knocking  at  the  door? 
Who  took  my  book? 
Who  was  talking? 
What  are  there  on  the  desk? 
Were  there  two  apples  on  the  table? 
What  have  you  seen  to-day? 
Have  they  gone  away? 
Did  he  ring  the  bell? 
Who  lent  me  this  pencil? 
Does  John  sit  in  this  seat? 
Who  sat  next  to  you? 
Who  taught  you  to  spell? 
Did  you  lie  on  the  wet  grass? 
Did  you  lie  down  yesterday? 
Did  he  lay  his  paper  on  the  desk? 
Did  you  learn  your  spelling  lesson? 
What  did  you  do  with  the  box? 
Ain't. 


Pupil. 
I  saw  a  horse  this  morning. 
I  ate  some  mush  for  breakfast. 
I  came  to  school  yesterday. 
I  drank  a  glass  of  milk. 
Yes,  I  did  my  work. 
It  is  they. 
It  was  he. 
I. 

There  are  two  books  on  the  desk. 
There  were  two  apples  on  the  table. 
I  have  seen  a  horse  to-day. 
They  have  gone  away. 
He  rang  the  bell. 
I  lent  you  that  pencil. 
John  sits  in  this  seat. 
Tom  sat  next  to  me. 
My  teacher  taught  me  to  spell. 
I  didn't  lie  on  the  wet  grass. 
I  lay  down  yesterday. 
He  laid  his  paper  on  the  desk. 
I  learned  my  spelling  lesson. 
I  set  it  on  the  table. 
There  is  no  such  word. 


VERBS.     (Fourth  Time  Over.) 

Method  and  Purpose. — In  the  "fourth  time  over"  the  work  need  not  be 
confined  to  the  verbs  given  in  the  lists,  but  all  in  a  certain  story  may  be 
drilled  upon.  The  purpose  is  to  get  the  attention  upon  the  verbs,  so  the 
story  told  need  not  be  long  nor  new.  The  teacher  may  tell  the  story,  illus- 
trating it  or  in  some  way  making  it  perfectly  clear  as  to  point  and  time. 
While  telling  the  story,  write  the  verbs  on  the  board  as  they  occur.  The 
story  this  time  is  to  serve  as  a  proper  setting,  the  attention  being  on  the 
verbs.  The  children  may  then  be  asked  for  sentences  from  the  story  con- 
taining the  verbs.  These  are  to  be  written  upon  the  board,  read  and  copied 
by  the  children.  Special  drill  must  sometimes  be  given  in  spelling.  The 
sentences  may  then  be  dictated  to  the  class. 

The  story  may  now  be  reviewed,  and  reproduced  by  one  of  the  children. 
By  this  time  they  should  be  able  to  put  their  attention  on  the  subject- 
matter,  having  acquired  the  proper  reflex  for  writing  the  verb. 

See  Introduction  for  purpose  of  telling  the  story. 

After  the  story  has  been  reproduced  in  writing,  the  teacher  should  take 
the  papers,  underline  all  incorrect  verb  forms  (that  is,  all  presented  in 
class),  and  return  the  papers  to  the  children.  These  should  be  the  only 
marks  made  on  the  paper,  unless  there  are  some  errors  in  the  same  sentence. 
In  that  case  the  errors  should  be  corrected  by  the  teacher.  Put  on  the  board 
the  proper  verb  forms.  The  children  should  be  able  to  correct  their  errors 
without  this  help,  but  for  fear  some  might  not  know,  the  correct  forms 
should  be  given.  Ask  them  to  copy  correctly  on  a  piece  of  paper  the 
sentences  in  which  errors  occur,  then  to  make  up  three  of  their  own  contain- 
ing the  word. 


(76) 


The  Fox  and  the  Crow. 

sat 

wished                               dropped 

ran 

went 

said                                   caiiffht 

ate 

saw 

opened                               did 

A  crow  sat  on  a  tree,  with  a  piece  of  cheese  in  her  month.  A  fox  went 
by.  He  saw  the  crow  and  wished  to  have  the  cheese  for  himself.  "Ah,  my 
friend,"  he  said,  "will  you  not  sing  for  me?  Your  voice  is  very  sweet.  I 
would  like  to  hear  it  again."  The  silly  crow  opened  her  mouth  to  sing. 
She  dropped  the  cheese.  The  cunning  fox  caught  it.  He  did  not  wait  for 
the  song,  but  ran  awa}^  and  ate  it. 

Ask  the  following  questions;  write  the  answers  on  the  hoard,  underlining 
the  verbs;  read  the  sentences,  and  copy  them;  the  next  day  dictate  the  same 
sentences: 

Tell  me  where  a  crow  once  sat.  Who  went  by?  Tell  me  what  he  saw.  Tell  me  what 
he  wished.  What  did  he  say?  What  did  the  crow  do?  What  did  she  drop?  What  did 
the  fox  do? 

The  Dog  and  His  Shadow. 

stole  saw  jumped 

ran  thought  sank 

looked  dropped  went 

Once  a  dog  stole  a  bone  and  ran  away.  He  had  to  cross  a  bridge.  He 
looked  down  into  the  water.  There  he  saw  his  own  shadow.  But  he  thought 
it  was  another  dog  with  a  bigger  bone.  He  dropped  his  own  bone  and 
jumped  into  the  water  to  get  the  other  one.  He  did  not  find  the  other  dog 
there.    His  own  bone  sank  to  the  bottom.    So  he  went  home  hungry, 

1.  Tell  the  story. 

2.  Write  the  verbs  on  the  board  as  they  come  in  the  story. 

3.  Have  sentences  given  from  the  story  containing  the  words.  Such  sen- 
tences as  these  wUl  probably  be  given: 

The  dog  stole  a  bone.  He  dropped  his  bone  into  the  water. 

The  dog  ran  away  with  the  bone.  The  dog  jumped  into  the  water. 


The  dog  looked  into  the  water. 

The  dog  saw  his  shadow. 

He  tJwiight  it  was  another  dog. 


The  bone  sank  in  the  water. 
The  dog  went  home  hungry. 


4.  Copy  the  sentences. 

5.  Dictate  the  sentences. 

6.  Have  the  story  reproduced. 

7.  Additional  words  for  spelling: 

bridge  shadow  another  bigger 


bone 


bottom 


hungry 


The  Rabbit  and  the  Turtle. 


laughed 

asked 

kept 

lay 

walked 

began 

jumped 

won 

offered 

started 

stopped 

Once  a  rabbit  laughed  at  a  turtle  because  he  walked  so  slowly.  The 
turtle  offered  to  run  a  race  with  him.  They  asked  the  fox  to  be  the  judge. 
At  a  word  from  him  the  race  began.     The  turtle  started  at  once  and  kept 

(77) 


straight  on.  The  rabbit  jumped  along  for  a  minute.  Then  he  stopped  to 
play.  Soon  the  sun  became  hot.  The  rabbit  lay  down  and  went  to  sleep. 
Soon  he  woke  up  and  ran  to  the  goal.  The  turtle  was  there  already.  So  the 
turtle  won  the  race. 

1.  Copy  these  sentences.    Write  each  italicized  word  three  times: 

The  boys  laughed  at  the  tricks.  He  kept  the  little  kitten  well. 

We  walked  to  town  to-day.  The  dog  jumped  up  and  ran  away. 

I  offered  him  my  hat.  The  rabbit  stopped  to  rest. 

We  asked  him  to  run  a  race.  The  rabbit  lay  down  to  sleep. 

The  i-abbit  began  to  run.  The  turtle  won  the  race. 
He  started  for  the  goal. 

2.  Write  sentences  using  each  of  the  verhs. 

3.  Additional  words  for  spelling: 

turtle  judge  word  straight  minute 

4.  Reproduce  the  story. 


The  Ant  and  the  Dove. 

fell  dropped  raised 

saw  climbed  ran 

took  thanked 

A  little  ant  fell  into  the  water.  A  dove  Avas  sitting  in  a  tree  near  by. 
She  saw  the  ant  in  the  water.  So  she  took  a  leaf  from  the  tree  and  dropped 
it  down  into  the  water  near  the  ant.  The  ant  climbed  upon  the  leaf.  She 
thanked  the  dove  for  saving  her  life. 

The  next  day  the  dove  was  building  her  nest.  Near  by  was  a  man  with 
a  gun.  He  raised  his  gun  to  shoot  the  dove.  The  ant  saw  the  man.  She 
ran  up  to  him  and  bit  his  heel.  The  man  was  so  hurt  that  he  dropped  his 
gun.  The  dove  flew  away.  Soon  after,  the  dove  thanked  the  ant  for  saving 
her  life. 

1.  Copy: 

The  ant  fell  into  the  water.  The  ant  thanked  the  dove. 

The  dove  saiv  the  ant.  The  man  raised  his  gun  to  shoot. 

The  bird  took  the  leaf  in  its  bill.  The  ant  ran  up  to  the  man. 

She  dropped  the  leaf  into  the  water.  The  dove  fieio  away. 
The  ant  climbed  upon  the  leaf. 


2.  Reproduce  the  story. 


The  Fox  in  tpie  Well. 

A  sly  old  fox  fell  into  a  well  and  could  not  climb  out.  A  goat  went  by. 
He  saw  the  fox  in  the  well.  He  said  to  the  fox,  "What  are  you  doing  down 
there?"  "This  is  the  nicest  water  I  ever  tasted,"  said  the  fox.  "Come 
down  and  have  a  sip  of  it. ' '  So  down  jumped  the  silly  goat.  He  was  very 
thirsty,  so  he  drank  some  of  the  water. 

The  sly  old  fox  jumped  upon  the  goat's  back,  then  to  his  horns  and  out 
upon  the  ground.  He  went  quickly  away,  leaving  the  goat  to  get  out  by 
himself. 

(78) 


1.  Write  a  senteAice  answering  : 

What  happened  to  a  sly  old  fox?     Who  went  by?     What  did  he  ask  the  fox?     What 
did  the  goat  do  then?    How  did  the  fox  get  out? 

2.  Reproduce  the  story. 

How  A  Dog  Got  His  Dinner.  * 


there  were 

rang 

had  gone 

handed 

came 

took 

had  given 

ate 

gave 

did  not  see 

reached 

thought 

wished 

had  waited 

In  a  town  in  the  south  of  France  there  were  twenty  poor  people  who  were 
served  dinner  at  a  certain  hour  every  day.  A  dog  came,  too.  He  was  in 
the  habit  of  eating  whatever  scraps  were  thrown  to  him.  Sometimes  they 
gave  him  very  little. 

The  people  who  wished  this  free  dinner  came  to  a  window  and  rang  a  bell. 
They  were  handed  their  meal  through  a  small  opening.  The  one  who  gave 
the  dinner  did  not  see  who  received  it. 

One  day  the  dog  was  very  hungry.  He  had  waited  until  everybody  had 
gone.  No  one  had  given  him  anything.  So  he  reached  up,  took  hold  of  the 
rope  with  his  teeth,  and  rang  the  bell.  The  man  handed  him  out  a  good 
dinner.  The  dog  ate  it  very  gladly.  After  this  he  rang  the  bell  for  his 
dinner  every  day.  The  man  thought  him  so  clever  that  he  was  never 
refused  something  to  eat. 

The  Blind  Soldier. 


there  was 

held 

played 

gave 

sat 

saw 

walked 

began 

put 

cried 

took 

Once  there  was  a  poor,  old,  blind  soldier.  Every  night  he  played  his 
violin  in  the  park  to  earn  his  living.  His  little  dog  sat  beside  him.  The 
dog  held  his  master's  hat  for  the  money.  One  night  the  old  man  was  in 
trouble.  No  one  gave  him  any  money.  The  poor  man  was  very  tired  and 
hungry. 

A  man  was  passing  by.  He  saw  the  poor  soldier.  He  walked  up  to  him 
and  put  a  coin  in  his  hat.  Then  he  took  up  the  violin  and  began  to  play. 
He  played  so  well  that  a  great  crowd  gathered.  Soon  the  hat  was  nearly 
full  of  money.  The  old  soldier  was  so  happy  that  he  cried.  The  stranger 
was  one  of  the  finest  violin  players  in  the  world. 

The  Two  Dogs. 


there  was 

wouldn't 

reached 

jumped 

looked 

met 

tumbled 

turned 

brought 

seemed 

began 

couldn't 

saw 

Once  there  was  a  large  Newfoundland  dog  named  Brave.  He  was  carry- 
ing a  bone  over  a  bridge.  Right  in  the  middle  of  the  bridge  he  met  another 
dog  named  Bruce.  Bruce  began  to  growl  and  bristle  up  for  a  fight.  Brave 
wouldn't  give  up  the  bone,  and  Bruce  wouldn't  let  him  pass.  So  they 
began  to  fight.    Both  tumbled  off  the  bridge  into  the  water. 

(79) 


They  had  to  swim  a  lonfr  distance  before  the.y  could  get  out.  Brave  could 
swim  easily.    Bruce  stru^'gled  hard,  but  couldn  't  reach  the  shore. 

Brave  soon  reached  the  shore.  He  turned  around  to  look  for  his  enemy. 
He  saw  that  Bruce  was  nearly  drowned.  The  noble  dog  jumped  into  the 
water  again  and  brought  Bruce  safely  to  the  shore.  They  looked  at  each 
8ther  as  they  shook  their  wet  coats.  They  seemed  to  be  saying,  "We  will 
never  quarrel  again." 

The  Cats  and  the  Monkey. 


there  were 

heard 

put 

saw- 

quarreled 

brought 

bit 

swallowed 

decided 

cut 

cried 

Once  there  were  two  cats  who  stole  some  cheese.  They  quarreled  about 
dividing  it.  They  decided  that  the  monkey  should  settle  the  dispute.  The 
monkey  heard  all  they  had  to  say.  Then  he  brought  out  a  pair  of  scales. 
He  cut  the  cheese  into  two  pieces.  He  put  one  piece  at  each  end  of  the 
scales. 

One  piece  was  heavier  than  the  other,  so  he  bit  off  a  large  mouthful. 
Then  the  other  piece  was  heavier,  and  he  bit  off  and  swallowed  a  mouthful 
of  that.  "Stop,"  cried  both  the  cats  together.  They  saw  that  the  judge 
was  eating  up  all  their  cheese.  ' '  Give  us  what  there  is  left,  and  we  will  be 
satisfied."  "But  the  judge  said,  "If  you  are  satisfied,  the  law  is  not."  So  he 
put  the  rest  of  the  chease  in  his  mouth. 


The  Boy  and  the  Wolf. 

thought 

shouted                    there  was                told 

cried 

ran 

left                           laughed                   came 

there  are 

Once  a  boy  w^as  watching  some  sheep.  He  thought  he  would  play  a  joke 
on  some  men  at  work  in  a  field.  He  ran  toward  them  and  shouted,  "A 
wolf!  a  wolf!"  The  men  left  their  work  and  ran  to  kill  the  wolf.  There 
was  no  wolf  to  be  seen.  The  boy  laughed  at  them  and  told  them  it  was 
only  a  joke. 

A  few  days  afterwards  the  wolves  came  in  earnest.  The  boy  cried, 
"Help!  help!  wolves!  wolves!"  But  the  men  said,  "There  are  no  wolves. 
He  is  only  fooling  us."  The  wolves  killed  many  sheep.  One  of  them  was 
the  boj^'s  pet. 

The  Frogs  Asking  for  a  King. 

lived  threw  asked 

wanted  hid  ate 

sent  came  there  were 

Once  some  frogs  lived  in  a  pond.  They  wanted  a  king.  So  they  sent 
one  of  their  number  to  Jupiter  to  ask  for  a  king.  Jupiter  threw  down  a 
great  log  into  the  pond.  The  frogs  were  very  much  frightened.  They  hid 
in  the  deepest  part  of  the  pool.  The  log  did  not  move.  Soon  they  came 
out.  One  climbed  upon  it.  They  did  not  wish  this  for  their  king,  so  they 
sent  again  to  Jupiter.  This  time  Jupiter  sent  an  eel.  The  frogs  were  not 
satisfied  with  this.  They  asked  again  for  a  king.  This  time  Jupiter  sent  a 
stork.  The  stork  ate  the  frogs  one  by  one.  Soon  there  was  none  left  in 
the  pond. 

(80) 


ABBREVIATIONS. 

1.  Review  the  abbivviations  lauiiht  in  the  Third  (li-ade.     See  i)a^e  52. 

2.  Tell  the  children  that  in  writing  in  sentences  the  names  of  cities  and 
states,  the  name  of  the  state  is  often  abbreviated.  Call  attention  to  the 
period  after  the  abbreviation,  and  the  comma  before  and  after  the  name 
of  the  state.    Learn  to  write  these : 

San  Francisco,  Cal.  New  York,  N.  Y.         Salt  Lake,  Utah   (not  abbreviated). 

Los  Angeles,  Cal.  Boston,  Mass.  Cleveland,  Ohio  (not  abbreviated). 

Chicago,  111.  rortland,  Or.  Denver.   Colo,    (or   Col.). 

New  York  City. 

3.  Have  the  children  use  these  in  sentences.  Write  the  sentences  on  the 
board.    Have  them  copied  and  studied,  and  vs^ritten  from  dictation : 

San  Francisco,  Cal.,  is  a  western  city.  Salt  Lake.  Utah,  is  the  home  of  the 

Los  Angeles,  Cal.,  has  many  visitors.  Mormons. 

Chicago.  111.,  is  noted  for  its  stockyards.  Did  you  visit  in  Cleveland,  Ohio? 

We  visited  New  York  City  last  year.  I  have  friends  in  Denver,  Colorado. 
Boston,  Mass.,  is  the  center  of  learning. 

4.  Sentences  for  copj',  punctuation,  and  dictation : 

John  said,  "I  am  going  to  Chicago,  111.,  Wednesday  at  two  o'clock." 

"Did  you  visit  New  York  City  last  October?"  asked  Mr.  Johns. 

"I  have  many  friends  in  Denver,  Colorado,"  said  Mrs.  Black. 

"He  will  arrive  in  Boston,  Mass.,  Wednesday,  April  14,  at  3  p.  m.,"  she  said. 

Dr.  White  didn't  stop  at  Salt  Lake,  Utah,  when  he  went  to  Cleveland,  Ohio. 

"Last  October  she  sailed  for  Portland,  Oregon."  said  her  sister. 

"Does  Mr.  Jones  live  in  Los  Angeles,  California?"  asked  the  girl. 

My  sister  was  in  New  York  City  last  New  Year's  Day. 

He  leaves  for  New  York  City  next  Tuesday  at  5  p.  m. 

For  copy  and  dictation : 

Monday,  May  10,  Mrs.  Brown  and  her  two  children  went  to  Los  Angeles,  California. 
It  was  vacation.  After  staying  two  weeks  in  Los  Angeles,  Mrs.  Brown  asked,  "Shall  we 
not  go  on  to  Denver,  Colorado?"  The  children  were  delighted,  and  answered.  "Yes,  and 
let  us  also  stop  at  Salt  Lake,  Utah."  "Very  well,"  said  the  mother,  and  they  started 
on  their  journey. 

Anna  and  Mary  have  come  from  Chicago,  111.,  to  visit  their  cousin  in  San  Francisco, 
California.  They  are  going  to  make  her  a  long  visit.  While  they  are  here,  Clara  is 
going  to  show  them  the  city.  One  day  they  are  going  to  Golden  Gate  Park  on  a  picnic. 
Next  Thursday  they  will  cross  San  Francisco  Bay  and  spend  the  day  in  Berkeley. 
Monday,  May  24,  they  will  go  to  the  Chutes  for  a  good  time.  After  they  leave  San 
Francisco,  they  are  going  to  Portland,  Or.,  for  two  weeks. 


SINGULARS  AND  PLURALS. 

1.  The  children  have  already  learned  the  singular  and  the  plural  form 
of  box,  man,  tooth,  foot,  mouse,  leaf,  child,  fish,  dog,  cat,  horse,  frog,  hoy, 
hahy,  lady,  fly,  knife,  loaf,  wolf,  and  calf.  Review  these  by  writing  them 
in  a  column  on  the  board,  and  have  the  children  spell  the  plural,  while  the 
teacher  writes  it  opposite  the  singular.  This  list  ma.y  then  be  copied,  and 
studied,  and  finally  dictated. 

2.  Use  the  same  list  as  in  exercise  1.  Have  the  class  at  the  board.  A 
child  gives  a  sentence  containing  the  first  singular  noun  in  the  list.  All 
write  the  sentence.  Ask  to  have  the  noun  changed  to  the  plural  form. 
What  changes,  if  any.  must  be  made  in  the  sentences  ?    All  write  the  same 

(81) 


sentence  with  the  noun  in  the  plural  form.    Use  this  list  until  the  class  know 
the  words  perfectly  and  are  familiar  with  the  terms,  singular  and  plural. 

3.  Put  this  list  on  the  board.    Use  it  for  copy,  study,  and  dictation : 


valley 

valleys 

sheep 

sheep 

turkey 

turkeys 

piano 

pianos 

sirl 

girls 

book 

books 

goose 

geese 

potato 

potatoes 

tomato 

tomatoes 

peach 

peaches 

shoe 

shoes 

picture 

pictures 

woman 

women 

city 

cities 

wife 

wives 

dwarf 

dwarfs 

deer 

deer 

ox 

oxen 

4.  Have  sentences  made  containing  the  singular  form.  Change  the  sen- 
tences to  the  plural  form. 

5.  Send  the  children  to  the  board.  Give  the  singular  form.  Have  the 
children  write  the  plural.  Give  the  plural.  Have  the  children  write  the 
singular. 


6.  Change  to  the  plural  form : 

Did  you  visit  the  beautiful  valley? 

Please  sharpen  my  knife. 

Did  you  speak  to  the  child f 

Have  you  seen  the  sheep? 

Come  and  see  our  Thanksgiving  turkey. 

Call  the  man. 

Did  they  move  the  piano? 


When  will  the  lady  call? 

How  many  deer  did  the  hunter  kill? 

The  girl  went  skating. 

Will  the  hoy  be  at  the  picnic? 

She  studied  about  the  city. 

The  dicarf  smelled  the  ham. 

Did  you  see  the  hox  on  my  table? 


7.  Use  the  following  sentences  for  copy,  study,  and  dictation : 
Sherman  and  Clay  sell  many  pianos.  There  are  many  large  cities  in  the  United 


Wild  geese  flew  by  in  large  numbers. 
Tomatoes  are  very  good  to  eat. 
He  hung  the  pictures  in  his  room. 
Many  dwarfs  smelled  the  ham. 


States. 
The  wives  of  the  officers  sewed  for  the 

sick  soldiers. 
The  deer  are  feeding  on  the  hillside. 


8.  Sentences  for  copy  and  dictation: 

There  are  many  beautiful  valleys  in  California. 

Last  Decoration  Day  many  ladies  visited  the  graves  of  the  soldiers. 

Were  there  many  babies  in  Golden  Gate  Park  May   Day? 

Did  you  ever  see  the  deer  in  Golden  Gate  Park? 

Many  turkeys  are  killed  for  Thanksgiving  Day. 

"These  pictures  show  some  very  old  cities,"  said  John. 

"Did  you  give  those  knives  to  the  children?"  she  asked. 

These  books  contain  many  stories  about  dwarfs. 

How  many  cities  did  those  girls  visit  last  January? 

The  men  took  their  wives  and  children  to  the  Chutes. 

There  was  a  sale  of  pianos  on  Market  street  last  Thursday. 

"I  saw  many  sheep  and  geese  on  the  farm,"  said  Miss  Brown. 


Review. 

1.  Write  the  names  of  all  the  holidays  you  know.  Write  opposite  each 
the  name  of  the  month  in  which  the  holiday  comes.  Write  a  sentence  telling 
how  we  celebrate  each  holiday. 

Write  the  names  of  the  days  of  the  week. 

Write  a  sentence  giving  the  name  of  a  friend  of  your  mother ;  of  a  friend 
of  your  father ;  of  a  physician  you  know. 


(82) 


Write  a  sentence  giving  the  name  of  a  street ;  the  name  of  a  city  and  the 
state  in  which  it  is. 

Write  a  sentence  telling  when  your  next  birthday  will  be.  Write  a 
sentence  telling  the  city  in  which  you  were  born,  the  state,  and  the  date. 

2.  Instead  of  said  or  asked  the  following  words  may  be  used : 

called 

shouted 

yelled. 

Have  each  sentence 


answered 

inquired 

replied 


spoke 

whispered 

cried 


Write  nine  sentences  using  these  words  correctly, 
contain  a  quotation. 

3.  Write  sentences  containing  these  words : 


see 

sit 

go 

drink 

drive 

win 

eat 

come 

lie 

write 

fly 

teach 

begin 

do 

sing 

know 

Change  your  sentences  to  the  singular  form, 
past  time  will  be  shown. 
4.  Dictate: 


Change  your  sentences  so 


Mary  said,  "My  cat  caught  a  mouse." 

The  boy  said,  "He  taught  my  dog  to  jump  through  a  hoop." 

John  replied,  "I  lent  him  my  book  last  week." 

Washington  said,  "He  went  through  the  battle  bravely." 

"My  birthday  is  in  October,"  said  Mary. 

He  asked,  "In  what  month  is  Thanksgiving?" 

"Thanksgiving  comes  in  November,"  replied  the  teacher. 

"Wednesday  will  be  a  holiday,"  said  they. 


Past  Tense  of  Verbs.    Capitals.    Quotations.    Too. 
5.  Dictate : 

They  saw  their  cousin  in  Sacramento. 
They  waited  too  long  in  Oakland. 
John  said,  "The  man  built  a  new  house 

in   San   Francisco." 
The  work  was  done  too  long  ago. 
The    boy    asked.    "Have   you    a    cousin 

living  on  California  street?" 
I  think  Mary  was  too  polite   to  go. 


"It  taught  me  a  good  lesson,"  said  John. 
"He  won  the  race  by  three  feet,"  replied 

Ned. 
"Did  she  make  her  story  too  long?"  asked 

Alice. 
"She   borrowed   my   knife   in    Februaiy," 

said  he. 


4.  Sentences  for  copy,  study,  and  dictation : 

Mrs.  Brown  said,  "We  went  to  the  country  last  August." 

The  last  Thursday  in  November  is  Thanksgiving  Day. 

The  women  walked  down  Market  street  last  Wednesday. 

Dr.  Jones  asked,  "Do  you  live  in  San  Francisco,  California?' 

The  two  boys  won  the  race  May  Day. 

The  girls  began  to  study  January  7,  190G. 

"Was  Miss  White  here  on  Christmas  Day?"  asked  John. 

The  children  ran  to  school  last  jMonday. 

The  ladies  wished  to  go  to  the  country  last  Fourth  of  July. 

"I  live  in  Oakland,  California,"  said  Mr.  White. 

The  men  caught  many  fish  last  September. 

The  boys  played  ball  on  New  Year's  Day. 

We  brought  flowers  to  school  Decoration  Day. 

The  child  kept  the  books  until  February  4,  1904. 

The  little  boy  ate  too  much  candy. 


(S3) 


The  lady  handed  the  little  girl  some  boxes. 

Tom  asked,  "Is  Admission  Day  a  holiday?" 

When  did  he  put  the  knives  on  the  table? 

The  little  boy  climbed  the  tree  last  Friday. 

Did  the  men  march  down  Fillmore  street  on  Labor  Day? 

We  visited  Berkeley,  California,  Washington's  Birthday. 

I  thought  that  you  would  visit  Mrs.  Jones  in  October. 

"The  valleys  are  very  beautiful,"  said  he. 

We  climbed  the  mountain  the  first  Saturday  in  December. 

Did  you  see  the  oxen  that  were  in  the  meadow  Sunday? 

They  are  going  away  either  the  3d  of  April  or  the  Gth  of  July. 

"The  dog  bit  the  little  girl  last  Tuesday,"  said  Dr.  Brown. 

Mr.  White  said,  "We  saw  many  beautiful  things  when  we 

stopped  in  the  different  cities." 
The  leaves  fell  to  the  ground  last  September. 
Did  Mr.  White  visit  Alameda.  California? 
The  potatoes  did  not  grow  last  year. 

For  copy  and  dictation : 

The  childi-en  wanted  to  go  on  a  picnic  to  Golden  Gate  Park.  They  did  not  live  in 
San  Francisco.  Their  homes  were  in  Oakland.  They  thought  that  May  Day  would 
be  a  good  time  to  go.  They  were  up  at  6  a.  m.  They  hurried  to  put  up  their  lunch, 
which  they  carried  in  two  big  baskets.  They  went  to  Stow  Lake  in  Golden  Gate  Park. 
There  they  played  all  day.  When  they  were  hungry  they  sat  on  the  bank  of  the  lake  to 
eat  their  lunches.  They  fed  the  swans  crumbs  of  bread.  About  5  p.  m.  they  started 
for  home. 

Once  there  were  two  little  German  girls.  They  were  neighbors  and  lived  in  Los 
Angeles,  California.  They  couldn't  speak  English,  and  were  sometimes  very  lonesome. 
On  Christmas  Day  they  received  many  pretty  toys.  There  was  everything  they  had 
wished  for.     How  happy  those  children  were  with  their  new  playthings. 

It  was  November  28,  the  day  before  Thanksgiving.  Little  Nellie  was  playing  on  the 
doorstep.  Her  mother  was  baking  pies  for  the  next  day.  "Don't  go  away,  Nellie,"  she 
called.  Nellie  had  wandered  a  long  way  from  home  the  week  before.  She  was  tired  and 
lay  down  in  the  sun.  Soon  her  mother  forgot  her  and  she  slipped  away.  Down  in  the 
orchard  there  was  an  old  well.  Nellie  thought  that  would  be  a  good  place  to  play.  The 
old  dog  Jack  knew  that  Nellie  shouldn't  play  there.  Old  Jack  began  to  bark,  and  mother 
went  to  look  for  her  little  gii'l.     She  found  her  there  bv  the  well  with  Jack  sitting  near. 


THEIR. 

1.  Tell  the  class  this  story : 

Once  I  took  a  long  trip  on  the  train.  We  reached  a  small  town  one  day,  to  find  the 
train  ahead  of  us  off  the  track.  I  looked  about  for  something  to  do  while  I  was  waiting. 
Soon  I  saw  the  schoolhouse,  and  decided  to  visit  it.  But  what  was  my  surprise  on  reaching 
the  building  not  to  find  any  signs  of  anybody.  The  doors  were  open,  and  I  went  in.  I 
knew  the  children  must  be  near,  for  I  saw  their  hats  hanging  in  the  cloakroom. 

Step  to  the  board  and  write:  "I  saw  their  hats."  "Now  tell  me  some- 
thing else  I  saw  that  belonged  to  them. ' '  The  following  sentences  will  be 
obtained.    Write  them  on  the  board : 

I  saw  their  coats.  I  saw  their  school  bags.  I  saw  their  umbrellas. 

I  saw  their  books.  I  saw  their  book  straps.  I  saw  their  lunch  baskets. 

"I  went  into  the  schoolroom.    There  I  saw  what?" 

I  saw  their  desks.  I  saw  their  papers.  I  saw  their  pencils. 

I  saw  their  drawings  on  the  board. 

"Soon  I  heard  a  noise,  and  looking  around  I  saw  the  children  coming. 
Then  I  saw  what  ? ' ' 

I  saw  their  teacher.         I  saw  their  hands  full  of  flowers.         I  saw  their  dresses. 

(84) 


''The  teacher  invited  me  to  stay  until  noon.  Then  I  went  home  to  lunch 
with  three  little  sisters.  What  do  you  think  they  showed  me  ? "  Have  the 
children  each  write  a  sentence  on  the  board. 

They  showed  me  their  toys.  They  showed  me  their  garden. 

They  showed  me  their  pictures.  They  showed  me  their  flowers. 

They  showed  me  their  mother.  They  showed  me  their  story  books. 
They  showed  me  their  pets. 

2.  Have  the  children  copy  ten  of  these  sentences. 

3.  Write  sentences  with  the  following: 

their  gardens         their  large  horse         their  trees  their  money  their  examples 

their  lessons  their  books  their  houses         their  own  way        their  banner 

4.  Answer  the  following  questions  in  good  sentences : 

Of  what  do  the  Eskimos  make  their  What  do  good  children  do  with  their  toys? 

houses?  How  should  children  study  their  lessons? 

Where  do  toads  lay  their  eggs?  Where  do  woodpeckers  get  their  food? 

Where  do  the  tent-moths  lay  their  eggs?  When  do  the  farmers  plant  their  grain? 
Where  do  woodpeckers  make  their  nests? 

5.  "Once  I  knew  two  little  girls  who  were  very  untidy.  A  friend  came 
to  take  them  to  ride,  but  they  could  not  find  their  things.  They  cried 
bitterly  when  the  friend  drove  away  without  them."  Write  six  sentences 
telling  where  they  found  their  things. 

6.  Write  sentences  telling  what  the  mother-rabbits  teach  their  young; 
what  dogs  teach  their  }■  oung ;  how  the  mother-toads  treat  their  young. 

7.  Make  ten  sentences  containing  their. 

8.  Tell  the  following  story: 

Ikwa  and  Magda. 

Far,  far  away  in  the  North  the  winters  are  long  and  cold.  Here  in  the  land  of  the 
Eskimo  lived  a  little  girl  and  her  brother  with  their  father  and  mother.  The  little  girl's 
name  was  Magda,  the  little  boy's  Ikwa. 

Now,  Ikwa  and  Magda  lived  in  a  house  very  different  from  ours.  Their  house  was 
made  of  snow.  It  was  not  very  hard  to  build,  for  their  papa  built  it  in  one  day.  He  cut 
big  blocks  out  of  the  snow  and  put  them  carefully  together.  He  left  a  hole  in  one  side, 
through  which  they  had  to  crawl  inside  on  their  hands  and  knees.  The  inside  of  their 
house  was  very  queer. 

They  had  only  one  room,  in  which  everything  was  done.  Their  beds  were  made  on  a 
bench  of  ice,  and  were  covered  with  heavy  sealskins.  Their  stove  was  not  like  ours, 
either.  They  had  a  lamp,  with  which  they  cooked  their  food  and  kept  themselves  warm. 
When  dinner  was  ready,  they  all  sat  down  on  the  floor  around  a  large  bowl,  and  ate 
from  it  with  their  sealskin  spoons  and  bone  knives. 

Now  I  am  sure  you  would  like  to  know  how  Ikwa  and  Magda  spent  their  time.  In 
the  Northland  all  the  little  boys  and  girls  have  sleds.  Ikwa  and  Magda  had  a  pretty 
one.  which  their  papa  had  made  for  them.  The  runners  were  of  bone,  and  the  top  of 
strips  of  sealskin.     Their  papa  had  brought  back  these  things  from  his  long  fishing  trip. 

What  fun  Ikwa  and  Magda  did  have  with  their  sled  !  Sometimes  they  played  a  game. 
Whenever  papa  killed  a  deer,  he  gave  the  children  the  antlers.  The  children  set  up 
these  antlers  in  the  snow,  leaving  a  short  distance  between  them.  Then  they  rode 
through  on  their  sled,  and  shot  at  the  antlers  with  their  arrows.  It  was  very  hard  to 
hit  them. 

Neither  Magda  nor  Ikwa  ever  could  write  their  names.  They  did  not  go  to  school,  for 
there  was  none  to  go  to.     The  children  knew  a  great  many  stories,  though. 

Another  game  which  Magda  and  her  brother  would  play  was  very  funny.  They  often 
sat  on  the  floor  together  in  their  little  house.  Then  they  would  hold  their  toes  with 
their  hands,  and  move  along  by  jumps.     Oh,  what  fun  they  had.  and  how  they  would 

(85) 


jump !  The  one  who  could  go  the  faster  would  beat,  and  how  little  Ikwa  and  Magda 
would  jump  and  tumble  around  on  their  floor ! 

Magda's  little  dolls  were  made  of  wood,  and  their  clothes  were  of  sealskins  and  furs. 
Both  she  and  Ikwa  spent  many  happy  hours  with  them. 

The  little  boys  and  girls  of  the  far  North  like  candy  as  well  as  their  little  cousins  of 
the  South,  but  I  am  sure  you  would  not  like  their  candy  when  I  tell  you  what  it  is.  It 
is  the  red  skin  of  a  bird's  foot,  soaked  in  fat.  Magda  and  Ikwa  ate  it  and  liked  it.  I 
wonder  why?    Because  their  cold  climate  makes  them  like  fat. 

9.  Answer  the  following  questions: 

With  whom  did  Magda  and  Ikwa  live?  What  did  they  do  with  their  sled? 

Of  what  was  their  house  made?  What  game  did  the  children  play  at 
How  did  they  get  into  their  house?  night? 

Tell  how  their  beds  were  made?  What  did  Magda  play  with? 

How  did  they  keep  warm?  Their  clothes  were  made  of  what? 

Where  did  their  papa  get  the  material  Of  what  was  their  candy  made? 
to   make   their  sled? 

10.  Reproduce  the  story. 

11.  Have  the  children  tell  what  their  stands  for  in  each  sentence. 

12.  Underline  every  mistake  in  their  compositions,  then  return  the  papers. 
Have  the  children  correct  the  sentence,  rewrite  it  twice,  then  make  up  two 
of  their  own  like  it. 

The  Dandelion. 
Years  and  years  ago  many  little  stars  lived  in  the  sky  with  their  mother, 
the  moon,  and  their  father,  the  sun.  Their  mother  called  them  every  night 
to  come  out  and  shine  to  make  the  earth  lighter.  One  night  she  called,  but 
they  came  very  slowly,  and  would  not  shine.  Now  they  had  always  been 
good,  so  their  mother  felt  sad  to  see  them  so  bad.  She  called  out  some  other 
stars  to  take  their  places.  The  naughty  stars  felt  themselves  falling,  falling 
from  the  sky.  They  fell  until  they  reached  the  earth.  There  they  cried 
themselves  to  sleep.  In  the  morning  their  father,  the  sun,  woke  them  up. 
The  stars  felt  very  sad.  Their  father  was  sorry,  too.  He  said,  ' '  I  will  make 
them  shine  on  earth,  so  it  may  be  beautiful. ' '  He  turned  them  into  dande- 
lions.   We  may  see  them  shining  out  like  stars  in  the  green  grass. 

13.  Sentences  for  copy  and  dictation : 

Did  they  visit  their  cousins  in  Berkeley  last  Saturday? 

Many  ladies  took  their  children  to  Golden  Gate  Park  Admission  Day. 

They  have  gone  to  Cleveland,  Ohio,  to  visit  their  relatives. 

"We  couldn't  go  to  their  house  last  Decoration  Day,"  said  Mrs.  Smith. 

Their  friends  will  arrive  in  San  Francisco  next  Tuesday  at  4  p.  m. 

The  children  took  their  two  dogs  with  them  to  New  York  City. 

"Didn't  the  boys  put  their  pictures  into  their  boxes?"  she  asked. 

Their  coats  and  hats  have  been  here  since  last  Thursday. 

They  didn't  bring  their  books  to  school  last  Saturday. 

For  copy  and  dictation: 

One  lovely  summer  day  some  children  took  their  lunch  and  went  to  the  Cliff  House. 
It  was  Saturday,  June  5,  1908.  Their  mothers  went  with  them.  They  went  on  the 
9.30  a.  m.  train.  On  the  train  they  met  some  of  their  friends.  When  they  arrived  at 
the  beach  they  took  off  their  shoes  and  stockings  and  went  in  wading.  The  children  and 
their  friends  played  in  the  sand  all  afternoon.  There  were  many  holes  full  of  water 
when  they  finished.  They  went  home  on  the  4.30  p.  m.  train.  They  took  their  shells 
with  them. 

Their  mother  had  promised  Rose  and  Mae  a  party.  It  was  their  birthday.  The  party 
was  to  be  Saturday,  June  12,  1908,  at  2  p.  m.     Some  of  their  friends  lived  in  Oakland. 

(86) 


They  were  coming  to  the  party,  too.  Kose  and  Mae  lived  on  Haight  street  in  San 
Francisco.  Their  friends  brought  many  presents  to  the  two  little  girls.  Their  aunt 
gave  them  something  bettor  than  a  present.  Both  little  girls  loved  to  visit  their  aunt, 
for  she  lived  in  the  country.  She  invited  them  to  spend  Thanksgiving  Day  with  her  in 
the  country.  You  may  be  sure  the  little  girls  thanked  their  aunt  and  all  their  friends 
and  their  mother  for  the  lovely  time  they  had.  Their  friends  started  home  on  the 
7.80  p.  m.  train. 

THOSE. 

1.  Place  several  of  as  many  kinds  of  pens,  pencils,  books,  papers,  pictures, 
etc.,  as  you  can  get  in  various  prirts  of  the  room,  as  far  away  from  yourself 
as  possible.  Then  say.  "Will  you  bring  me  those  red  lead  pencils,  John, 
please?"  After  all  the  things  have  been  brought  to  the  desk,  say,  "Now 
you  may  see  if  you  can  remember  what  each  person  brought."  Insist  on 
each  child  using  the  word  tliose  and  looking  at  the  things  he  brought.  If 
he  doesn't,  you  say,  "Which  ones?"  and  as  he  points  to  them,  he  says, 
"Those." 

2.  Write  on  the  board  the  sentences  given,  have  them  read  aloud,  and 

copied. 

John  brought  those  red  lead  pencils.  I  brought  those  colored  pictures. 

I  brought  those  reading  books.  Mary  brought  those  spelling  papers. 

He  brought  those  framed  pictures.  May  brought  those  large  boxes. 

3.  Have  the  children  make  sentences  about  the  objects  in  the  pictures 

on  the  wall,  using  those.  .  Write  them  on  the  board,  have  them  read,  and 

copied. 

Those  sheep  are  lying  in  the  shade.  The  heads  of  those  horses  are  pretty. 

Those  apples  are  red.  Those  trees  have  no  leaves. 

I  see  those  men  driving  the  sheep.  Those  flowers  are  in  a  vase. 

Those  kittens  are  drinking  milk.  Those  birds  have  pretty  colors. 

4.  Dictate  ten  sentences,  taking  them  from  exercises  2  and  3. 

5.  Have  the  children  make  sentences  containing  the  expressions : 

those  oranges         those  books  those  examples        those  marbles         those  horses 

those  knives  those  things  those  houses  those  girls  those  stones 

6.  Have  the  children  complete  these  sentences,  using  tliose: 

I  do  not  like  She  is  telling  me  about  The  boys  saw 

I   can   not   play   with  I  am  going  with  John  brought  me 

He   looked   at  I  didn't  say  I  didn't  do 
The  boy  is  thinking  about 

7.  Have  the  children  make  ten  sentences  containing  those. 


Review, 

Those.     Their. 

1.  ]\Iake  up  a  sentence  telling  about  your  books  at  home,  using  those. 
Tell  about  the  children  in  the  next  grade ;  tell  about  the  stores  down  town ; 
tell  about  the  pieces  of  chalk  in  the  box,  using  those  every  time. 

2.  Dictate  to  the  class : 

Those  men  rode  their  wheels.  Their  hats  hang  on  those  hooks. 

Those  apples  are  sour.  She  told  those  boys  to  read  their  lessons. 

Their  desks  are  in  good  order. 

(87) 


3.  Make  up  ten  sentences,  using  these  expressions : 


those  dolls 
those  pencils 


those  horses 
those  words 


those  books 
their  lessons 


their  desks 
their  parents 


their  tops 
their  playmates 


4.  Sentences  for  dictation: 


Bring  those  books  to  their  house  next  Saturday. 
Did  those  girls  send  their  letters  to  Salt  Lake,  Utah? 
Their  friends  are  going  to  visit  those  cities  next  February. 
Those  t\A'o  boys  took  their  dogs  with  them  to  Chicago,  Illinois. 
"Where  did  those  ladies  buy  their  flowers?"  asked  Dr.  Brown. 
Did  those  men  meet  their  friends  in  New  York  City? 
"Those  books  belong  to  their  brother,"  he  said. 
At  what  hour  did  those  children  leave  their  home? 


NATIONALITIES. 


1.  The  children  have  had  enough  geography  by  this  time  to  be  familiar 
with  the  names  of  the  different  countries.  The  names  of  the  people  who 
come  from  these  countries  are  then  easily  learned.  Put  on  the  board  at 
the  children's  dictation  a  list  of  the  countries  they  know.  It  will  probably 
be  something  like  this  : 


America 

England 

Scotland 

China 

Japan 

Philippine  Islands 


Americans 

English 

Scotch 

Chinese 

Japanese 

Filipinos 


Germany 

Germans 

France 

French 

Russia 

Russians 

Spain 

Spaniards 

Italy 

Italians 

Write  down  opposite  the  name  of  each  country  the  name  of  the  nation- 
ality. Call  attention  to  the  fact  that  they  are  always  written  with  capital 
letters.  Have  the  children  give  sentences  about  each  one.  These  sentences 
should  tell  something  about  the  people.  The  following  were  given  by  Fourth 
Grade  children: 


Americans  are  very  busy  people. 
English  gentlemen  like  to  hunt. 
Burns  wrote  about  Scotch  life. 
The  Chinese  and  Japanese  eat  much  rice. 
The  Americans  are  teaching  the  Filipino 
boys  to  read   English. 


German  childi'en  obey  their  parents. 

French  ladies  dress  beautifully. 

The  Japanese  won  from  the  Russians  in 

the  war. 
Spaniards  like  to  go  to  bull-fights. 
Many  of  our  best  singers  are  Italians. 


2.  Have   the    children   make   out   the'  list   of   countries,    and   write    the 
nationalities. 

3.  Use  the  following  sentences  for  copy,  study,  and  dictation : 

The  Scotchmen  went  to  the  park  to  bowl  Saturday. 

Many  Italians  land  in  New  York  City  every  week. 

The  Spanish  girls  danced  last  night. 

The  two  Japanese  boys  will  be  here  to-day. 

The  American  boy  is  learning  to  speak  German. 

Some  Filipino  boys  went  to  the  American  schools. 

The  Englishmen  played  cricket  Saturday. 

Los  Angeles,  Cal.,  and  Salt  Lake,  Utah,  are  well-known  American  cities. 

Many  Chinese  and  Japanese  come  to  San  Francisco  every  year. 

"Are  those  two  boys  English?"  asked  John. 

The  Spanish  boy  came  to  see  me  last  Saturday. 

There  are  many  Italians  in  San  Francisco. 


(SS) 


Review. 

1.  Dates  in  sentences.     There — Their. 

The  girls  will  sing  their  new  songs  October  10.  lUOT. 

The  children  went  to  the  picnic  February  22,  1903. 

There  were  many  people  in  San  Francisco  April  IS,  190C. 

The  teachers  will  take  their  children  to  the  park  to-morrow,  April  17,  1907. 

September  8  is  my  birthday. 

On  the  3d  of  January  there  will  be  many  visitors. 

Didn't  you  have  a  good  time  Fourth  of  July? 

I  will  be  six  years  old  August  27,  1907. 

"Were  there  too  many  pens  given  out?"  asked  Mary. 

The  two  boys  brought  their  books  to  school. 

2.  Holidays.    Abbreviations.    Months  of  year. 

Christmas  comes  in  December. 

Mrs.  Jones  asked,  "Did  you  attend  the  exercises  Decoratiou  Day?" 

The  last  Thursday  in  November  is  Thanksgiving  Day. 

New  Year's  Day  is  a  time  to  begin  new  work. 

Mr.  Brown  said,  "I  shall  march  in  the  parade  Labor  Day." 

"We  will  have  fireworks  Fourth  of  July,"  said  Dr.  Carpenter. 

Will  they  go  out  of  the  city  May  Day? 

We  shall  have  vacation  Washington's  Birthday. 

3.  General  review: 

There  are  the  two  books  which  belong  to  the  Spanish  boys. 

The  boy  teaches  his  dog  to  jump  rope. 

John  said,  "I  saw  those  frogs  yesterday." 

Did  you  hear  the  Italian  girls  sing  their  songs? 

The  baby  learns  to  clap  his  hands,  too. 

"Did  you  lie  on  the  grass?"  asked  Tom. 

The  Scotch  boy  laid  the  books  on  the  table. 

"There  were  too  many  Chinese  there  last  night,"  said  Mary. 

The  two  girls  taught  their  sisters  to  sing. 

Did  you  see  the  two  wolves  on  the  side  of  the  mountain? 

The  French  women  offered  to  help  the  Americans. 

The  German  boy  sat  in  that  chair. 

The  two  boys  were  too  late  to  see  the  deer. 

Mary  asked,  "Did  you  set  the  vase  on  the  table?" 

The  Japanese  boy  lay  on  the  floor. 

When  the  little  girl  fell  she  broke  her  teeth. 

Who  laid  those  tomatoes  on  the  table? 

The  babies  learned  to  walk  yesterday. 

The  two  girls  will  teach  their  sister  to  dance. 

"The  English  boy  thought  the  valleys  were  very  beautiful,"  said  John. 

The  boy  hurt  his  feet  when  he  jumped  from  the  tree. 

May  asked,  "Is  it  too  warm  to  go  away?" 

"Those  Englishmen  didn't  get  here  on  the  4  p.  m.  train."  he  said. 

Did  those  Filipinos  arrive  in  Oakland  Tuesday,  October  4,  at  five  o'clock? 

"Send  those  pianos  to  Boston.  Massachusetts,"  said  the  man. 

Why  didn't  those  two  German  boys  bring  their  books  to  school  last 

AVednesday  ? 
"Are  those  ladies  French?"  asked  Miss  Brown. 

4.  For  copy  and  dictation: 

November,  December,  and  January  are  the  winter  mouths.  In  Boston,  Mass..  it  is 
very  cold  during  this  season.  Nevertheless  Thanksgiving,  Christmas,  and  New  Year's 
come  then  and  we  have  good  times  indoors.  In  February,  March,  and  April  the  rain 
and  wind  come.  The  rain  brings  the  pretty  wild  flowers.  Our  next  season  is  summer. 
The  summer  months  are  May,  June,  and  July.  Every  one  looks  forward  to  vacations 
then.  In  autumn,  August,  September,  and  October,  the  flowers  die.  The  leaves  fall 
from  all  the  trees.     Of  all  the  seasons,  I  like  winter  best. 

(S9) 


QUOTATIONS. 

1.  The  forms  of  quotations  to  be  mastered  in  this  grade  are : 

John  said  to  me,  "I  am  ten  j-ears  old." 
John  asked  me,  "Where  are  you  going?" 
"The  boy,"  said  John,  "is  not  to  blame." 
"Are  you,"  asked  John,  "to  leave  school?" 

The  method  to  be  followed  is  essentially  that  of  the  Third  Grade.  The 
teacher  calls  upon  a  child  to  say  something  to  John  about  his  pet.  The 
child  rises,  saying,  ''I  have  a  pet  cat."  The  teacher  writes  this  on  the 
board,  putting  quotation  marks  around  it,  the  children  telling  her  that  is 
what  Tom  said.  The  teacher  then  asks,  ' '  How  shall  I  know  to  whom  it  was 
said  ? ' '  When  the  answer  is  given,  write  Tom  said  to  John  before  it,  putting 
in  the  comma.  Then  the  sentence  reads :  Tom  said  to  John,  ' '  I  have  a  pet 
cat."  In  the  same  way  several  sentences  may  be  procured,  written  on  the 
board,  and  punctuated  by  the  teacher  at  the  suggestion  of  the  children. 

2.  Copy: 

The  boy  said  to  his  sister,  "We  do  not  have  school  to-morrow." 

Mary  said  to  John,  "My  pet  cat  is  very  playful." 

Tom  said  to  Ned,  "My  dogs  will  bring  back  sticks." 

Mama  said  to  baby,  "Do  not  touch  the  books." 

The  teacher  said  to  the  class,  "Please  walk  quietly." 

3.  Dictate  to  the  class  the  above  sentences. 

4.  Write  the  following  sentences  on  the  board  one  by  one.  Have  the 
children  look  at  the  sentence.  Then  erase  it,  and  have  the  children  write 
it.  It  is  better  to  have  the  class  at  the  board  for  this  exercise.  If  a  child 
has  it  wrong,  he  may  look  at  the  work  of  one  who  has  it  right,  and  then 
make  his  own  right.  If  the  teacher  can  secure  an  ordinary  window  shade 
that  moves  up  and  down  by  means  of  a  spring,  the  work  may  be  varied. 
The  window  shade  may  be  fastened  just  above  the  top  of  the  blackboard. 
Instead  of  erasing  the  sentence,  the  teacher  may  pull  the  shade  down  over 
it.  After  the  children  have  written  it  on  the  board,  the  curtain  may  be 
raised.    Each  child  can  then  correct  his  own  work. 

Sentences  to  be  used : 

John  said  to  his  dog,  "Go  home." 

Mary  said  to  her  sister,  "This  is  yours." 

The  boy  said  to  his  top,  "Spin,  top,  spin." 

The  man  said  to  his  horse,  "You  have  worked  weil." 

The  girl  said  to  the  baker.  "I  wish  a  loaf  of  bread." 

The  man  said  to  his  son,  "Your  work  is  well  done." 

The  child  said  to  me,  "A  cat  caught  my  bird." 

My  sister  said  to  me,  "The  calf  has  pretty  eyes.'' 

The  woman  said  to  her  son,  "You  are  a  help  to  me." 

The  boy  told  his  cousin,   "We   can   get   a   squirrel   in   that   tree." 

5.  The  children  may  copy  sentences  from  the  reader  or  from  the  board 
until  they  can  write  this  form  without  error.  They  may  then  take  up  the 
broken  quotation. 

6.  If  the  children  know  where  to  put  these  marks,  but  are  careless,  have 
them  copy  an  article  from  which  the  quotation  marks  have  been  omitted. 

(90) 


The  Wolf  and  the  Lamb. 

A  little  lamb  was  going  to  its  home.  It  met  a  wolf.  The  lamb  said  to 
the  wolf,  ' '  I  know  you  Avant  to  eat  me. ' '  The  wolf  said,  ' '  Yes,  I  do. "  The 
lamb  said  to  the  wolf,  "Please  sing  before  3^011  eat  me  and  I  will  dance." 
So  the  wolf  sang  and  the  lamb  danced.  Now  the  dogs  heard  the  wolf  sing. 
They  ran  to  see  what  w\ns  the  matter.  The  lamb  ran  away  and  left  the 
wolf  to  the  dogs.    The  dogs  ate  the  wolf. 

7.  Sentences  for  copy,  punctuation,  or  dictation,  if  broken  ([notations  are 
given : 

"When,"  asked  Johu.  "are  those  two  Spanish  hoys  coming  to  school?" 
Tom  said  to  his  brother.  "Those  Italian  children  will  be  here  on  the  3  p.  m.  train." 
"I'm  going  to  Berkeley,"  said  Mary,  "next  Thursday  at  5  p.  m." 
Can  you  come  with  us."  she  asked,  "next  Tuesday  at  five  o'clock?" 
"May  I  go  with  Mrs.   Smith  to  Golden  Gate  Park  Decoration  Day?"  John  asked  his 
mother. 

"Next  Tuesday,"'  said  Mary,  "will  be  Christmas." 

"I  know,"  said  the  boy.  "that  Thanksgiving  is  the  last  Thursday  in  November." 

The  boy  said  to  his  sister,  "I  would  like  to  go  to  the  Cliff  House  next  Saturday." 

"How  far,"  asked  the  boy,  "is  New  York  City  from  San  Francisco?" 

John  asked  his  father,  "Are  there  many  Chinese  in  San  Francisco?" 

"Come  to  see  us,"  said  the  little  English  girl,  "next  Saturday  at  2  p.  m.'" 

Review. 

1.  Those.     Their.     Quotations. 

Sentences  for  study  and  dictation  : 

He  asked  me,  "Do  those  apples  belong  to  Harry?" 

I  replied,  "Those  apples  are  mine." 

The  boy  asked  his  father,  "Are  their  horses  for  sale?" 

The  father  replied,  "Their  horses  were  sold  yesterday.'" 

I  asked  my  sister,  "Will  you  help  me  fix  their  May  baskets?" 

My  sister  said,  "Yes,  with  pleasure." 

"Their  roses  are  beautiful  in  June,"  said  my  mother. 

"Those  houses  are  to  be  painted  alike,"  said  my  brother  to  me. 

"Are  those  pencils  to  be  given  to  their  owners  or  kept  here?"  asked  the  monitor. 

The  teacher  said  to  the  monitor,  "The  children  are  to  keep  their  pencils." 

2.  Quotations.     Time. 

Sentences  for  study  and  dictation : 

Mrs.  Brown  asked,  "Is  it  four  o'clock?"' 

Dr.  "W^hite  said,  "I  will  be  there  at  4.30  p.  m." 

We  are  going  Wednesday  at  5.20  a.  m. 

Miss  Reed  left  Thursday  at  three  o'clock. 

"Is  2.20  p.  m.  too  late  to  go?"  asked  she. 

"We  must  be  at  school  at  8.45  to-morrow,"  said  John. 

"Send  my  boys  home  at  five  o'clock,"  said  Mrs.  Brown. 

2.  Contractions.     Too,  tivo,  to.     Their,  There. 

Sentences  for  study  and  dictation : 

"Can't  you  come  to  our  house?"  she  asked. 

"We  saw  their  pet  rabbits,"  said  John. 

There  are  two  books  on  my  desk. 

The  little  girl  ate  too  much  cake. 

Did  she  eat  more  than  two  pieces? 

"Isn't  your  dress  finished?"  she  asked. 

"Are  there  any  pencils  in  their  desks?"  asked  the  teacher. 

We  haven't  heard  you  sing. 

Aren't  the  two  boys  going  fishing  to-morrow? 

7— BUL.  9  (91) 


-t.  Exercises  in  "English  Lessons,  Book  One,"  Lesson  III,  p.  1-47. 
5.  For  copy  and  dictation : 

Friday.  February  21,  1909,  was  little  May's  birthday.  She  would  be  nine  years  old. 
As  the  next  day  was  Saturday,  her  mama  said  that  she  could  go  to  Golden  Gate  Park 
with  her  little  friends.  May  was  so  excited  that  she  woke  up  at  two  o'clock.  It  was 
hard  for  her  to  go  to  sleep  again.  At  last  she  heard  her  mother  calling,  "Aren't  you  going 
to  Golden  Gate  Park  with  us?"  May  jumped  out  of  bed  and  soon  was  ready.  She  was 
too  happy  to  sit  still  in  the  car.  When  the  party  arrived  at  the  park  they  saw  flags 
flying.  "What  are  they  for?"  asked  May.  "Why  to-day  is  Washington's  Birthday," 
said  a  little  girl.  "Flags  are  flying  in  every  city  in  the  United  States,"  said  her  mother. 
The  children  played  all  day  long,  and  were  sorry  when  the  time  came  to  go  home. 


SPECIAL  VERBS. 

Lay,  Laid. 
1.  Say  to  the  chiss,  "I  am  going  to  do  several  things  for  yon.     AVhen  I 
get  throngh  I  wish  yon  to  do  jnst  as  I  did."     Write  the  sentence  as  you 
do  it. 


1  lay  the  pen  on  the  desk  now. 
I  lay  the  pencil  on  the  desk  now. 
I  lay  the  eraser  on  the  desk  now. 


I  lay  the  ruler  on  the  desk. 
I  lay  the  chalk  on  the  desk. 


Then  call  on  different  children  to  lay  down  such  articles  as  paper,  chalk, 
books,  sponge,  slate,  etc.,  giving  the  present  tense  as  the  act  is  performed. 
Then  say  to  them,  "I  laid  down  five  things  on  the  desk  for  yon.  Do  you 
remember  what  they  were?"  Insist  on  the  clear  enunciation  of  the  word 
laid.    Then  each  one  tells  what  he  laid  down,  and  where  he  laid  it. 

2.  Have  the  following  commands  written  on  the  board;  have  the  acts 
performed,  and  after  the  children  have  reached  their  seats  again,  have  them 
tell  what  thev  have  done : 


Lay  down  your  pen. 

Lay  your  coat  on  my  chair. 

Lay  the  pencil  on  my  desk. 

Lay  the  eraser  in  the  chalk  tray. 

Lay  your  paper  on  the  table. 


Lay  the  book  on  Tom's  desk. 
Lay  this  note  on  your  desk. 
Lay  the  blotter  on  Mary's  desk. 
Lay  the  doll  on  the  bench. 
Lay  my  book  on  your  desk. 


3.  Have  the  children  write  sentences  telling  of  the  acts  performed  in 
exercise  2. 

4.  Have  the  children  make  up  sentences  telling  where  John  laid  his  knife, 
when  he  laid  it  there,  why  he  laid  it  there;  where  he  laid  his  books  after 
school ;  where  he  laid  the  eraser,  the  chalk,  his  pencil,  his  pen. 

5.  Have  the  children  give  commands  to  each  other.  After  the  child  has 
performed  the  act,  have  him  tell  what  he  has  done. 

6.  Dictate  the  following  sentences : 


Lay   your   books   away   carefully. 

I  laid  my  dress  away  after  the  party. 

I  laid  the  pen  down  on  my  desk. 

I  lay  my  pen  down  carefully  every  day. 

The  boys  laid  their  hats  on  the  grass. 


She  always  lays  her  pencil  down  quickly. 
Mary  laid  the  clean  clothes  away. 
The  boys  laid  their  coats  on  the  hay. 
The    girl    lays    her    books    neatly    in    her 
desk. 


(92) 


(.  Fill  in  the  ])Iank.s : 

Decoration  Day  \yo the  lluwcrs  on  the  graves  of  the  soldiers. 

Miss  Jones  said.  " your  papers  on  the  desk." 

"Did  you  that  book  here  yesterday?"  she  asked. 

"I  my  hat  on  this  table  last  Thursday."  said  their  sister. 

"Where  did  you  that  piece  of  paper?"  the  teacher  asked. 

"Wednesday.  .June  l."i.  llKiit.  we  all  our  books  away,"  said  the  children. 

Learn,  Learns,  Learned. 

1.  Say  to  the  class,  "Last  night  1  learned  to  spell  a  word.    Tell  me  one 

thing  3'ou  learned  to  do  to-day. ' '    Write  these  sentences  on  the  board : 

I  learned  how  to  spell  a  word  last  night.         I  learned  how  to  write  a  word  to-day. 
I  learned  how  to  do  an  example  to-day.  James    learned    how    to    sit    in    attention 

to-day. 

"Tell  me  what  your  dog  learned  to  do.  Tell  me  what  the  circus  animals 
learned  to  do.  Tell  me  what  the  horse  learned  to  do."  Write  the  answers 
on  the  board.    They  will  be  such  as  these : 

My  dog  learned  how  to  jump  rop?.  'i'lie  elephants  learned  how  to  dance. 

^ly  dog  learned  how  to  bring  in  the  paper.  The  horses  learned  how  to  walk  up  steps. 

^ly  dog  learned  how  to  beg  for  his  dinner.  The  horses  learned  how  to  stop  when  the 
The  seals  learned  how  to  play  the  drums.  man  speaks  to  them. 

"Tell  me  what  you  learn  to  do  every  day." 

I  learn  how  to  write.  I  learn  how  to  read.  I  learn  how  to  sing. 

I  learn  how  to  spell.  I  learn  how  to  do  examples. 

"Tell  me  what  the  baby  learns  to  do. " 

The  baby  learns  to  talk.  The  baby  learns  how  to  laugh  at  me. 

The  baby  learns  to  walk.  The  baby  learns  how  to  clap  his  hands. 

The  baby  learns  to  pull  my  hair. 

Read  these  sentences  aloud,  copy  as  man}-  as  there  is  time  for,  and  under- 
line the  word  learned,  learn,  or  learns. 

2.  Have  the  class  answer  the  following  questions,  then  read  aloud  their 

answers : 

What  does  a  frog  learn  to  do?  Tell  me  what  three  games  you  learn  at 
What  does  a  baby  bird  learn  to  do?  school. 

Tell  me  what  three  things  you  learn  Tell  me  what  our  frog  learned  to  do. 

every  day.  What  did  the  baby  learn? 

3.  Dictate  ten  sentences  from  exercise  7. 

4.  Go  quickly  around  the  class,  row  by  row,  giving  the  first  sentence 
and  having  each  one  answer  quickly  in  turn ;  as,  "I  learn  my  spelling  lesson 
every  day. ' '  To  the  second  row :  ' '  The  boy  learned  how  to  swim  last  vaca- 
tion,"  etc.    Have  them  write  as  many  of  the  sentences  as  they  can  remember. 

5.  Have  the  class  write  four  .sentences  containing  learn,  four  containing 
learns,  and  four  containing  learned. 

Set,  Set,  Setting. 

1.  Say  to  the  class,  "Look  to  see  what  I  do,  listen  to  what  I  say."    Then 

set  a  box  down  on  the  table,  saying  as  you  do  so,  "I  set  the  box  on  the 

table.    Who  can  set  something  else  down  and  say  the  correct  thing  ? ' '    Have 

several  children  do  .so.     "Now,  tell  me  what  you  did.     How  can  we  tell 

(93)' 


whether  we  are  just  doing  it,  or  whether  we  have  done  it?"     "We  must 

add  a  word  or  say  am  setting,"  the  children  will  answer. 

Write  the  sentences  they  give  on  the  board,  having  them  add  a  word  to 

tell  when,  or  add  ing.     Have  the  children  read  the  sentences  aloud,  then 

copy  them. 

1  set  the  box  ou  the  table  five  minutes  I  set  the  bookcase  by  the  door  yesterday. 

ago.  Papa  set  up  a  new  stove  last  night. 

I  set  the  box  down  now.  I  set  the  vase  on  the  desk  now. 

I  am  setting  the  box  on  the  table.  I  set  the  table  for  mama  every  day. 

I  sot  the  dishes  on  the  table  last  night.  I  set  the  clock  on  the  table  before  recess. 
1  am  setting  the  cup  up  on  the  shelf. 

2.  Have  the  following  commands  written  on  the  board.     Call,  on  a  child 

to  read,  perform  the  act,  and  then  tell  what  he  did : 

Set  the  chair  by  the  door.  Tell  Paul  to  set  the  chair  by  the  door. 

Set  the  inkstand  on  your  table.  Set  the  dish  on  the  table. 

Tell  Tony  to  set  the  dish  near  you.  Set  the  jar  on  the  floor. 

Set  the  dish  on  my  desk.  Set  the  basket  on  the  chair. 

Set  the  jar  near  the  window.  Set  the  chair  near  me. 

3.  Dictate  the  sentences  in  exercise  13. 

4.  Have  the  children  write  their  own  sentences,  after  placing  the  follow- 
ing on  the 'board,  then  have  them  read  aloud.  After  this  they  may  make 
ten  sentences  of  their  own : 


We 

You 
I 

They 
He 

She 


r 

set  -! 


,iar 

on  the  grou 

dish 

box 

near  you 

trunk 

by  the  door 

vase 

cup 

in  the  yard 

J  I 

5.  Tell  this  story,  have  them  reproduce  it  orally,  and  then  in  writing. 

Mark  all  the  mistakes  in  set.    Have  them  rewrite  three  times  the  sentence 

in  which  the  mistake  occurs,  then  write  three  of  their  own : 

Dan,  his  mother,  and  his  little  sister  Ruth  were  just  moving  into  a  new  house.  The 
day  was  a  very  busy  one  for  them.  When  evening  came,  they  had  not  quite  finished  the 
work.  Dan  helped  his  mama  very  much.  "Where  shall  I  set  this?"  he  cried,  holding 
up  a  clock.  "Set  it  up  on  the  shelf  near  the  window,"  said  his  mother.  Dan  set  the 
clock  on  the  shelf,  and  ran  off  to  get  some  other  things.  "Help  me  set  the  bookcase 
near  the  door,"  said  his  mother.  While  Dan  and  his  mother  were  doing  this,  Ruth  set 
the  dishes  on  the  table.  Soon  they  finished  and  ate  their  supper.  Then  mama  read 
them  a  nice  long  story  before  they  went  to  bed. 

Review. 

Those.     Their.     Quotations.     Special  Verbs. 

1.  For  study  and  dictation : 

The  boy  asked,  "Shall  I  lay  the  blotters  on  the  desk?" 
"Yes,  those  blotters  are  for  my  use,"  said  the  teacher. 
She  said  to  the  man,  "Do  those  elephants  learn  their  tricks  easily?" 
The  man  replied,  "It  takes  much  patience  to  teach  them  their  tricks." 
"Will  you  lay  my  hat  beside  me?"  asked  the  old  man. 
"Set  the  vase  on  the  shelf,"  said  her  mother. 
"Those  red  roses  look  very  pretty,"  said  the  girl. 

"When  the  children  learn  their  lessons  we  shall  go,"  said  the  mother. 
^'Those  are  the  examples  that  we  did  yesterday,"  said  the  pupil  to  his  teacher. 
^'Set  the  box  where  it  may  be  easily  found,"  said  mama. 

(94) 


2.  Fill  in  blanks : 

The  man  the  knife  on  the  table.         apples  are  good  to  eat. 

The  girl  the  table  nicely.  I  saw  thorn  books  on  the  desk. 

I  my  lessons  well. 

3.  "Write  two  quotations  telling: 

Where  the  boy  set  the  basket. 
Where  the  girl  laid  her  pencil. 
What  you  learn  at  school. 

4.  Write  a  quotation  containing  a  question  about : 

Setting  away  the  lunch  baskets. 
Laying  away  their  clothes. 
Those  toys. 

5.  Sentences  for  copy  and  dictation : 

Dr.  White  said  to  his  son,  "Do  not  let  those  books  lie  on  the  wet  grass." 

"Did  those  boys  teach  their  dog  to  sit  up?"  John  asked  Tom. 

"Those  girls  taught  their  little  sister  to  set  the  table."  she  said. 

"Haven't  those  boys  learned  their  lessons  for  Tuesday?"  asked  the  teacher. 

"Set  those  boxes  on  my  table."  she  said. 

"Do  not  let  those  boys  lie  on  the  wet  grass."  said  Dr.  Green  to  their  mother. 


NAMES   OF   BOOKS,   POEMS,   AND   NEWSPAPERS. 

1.  Ask  the  children  the  names  of  some  of  the  books  they  have  read. 

Write  them  in  a  list  on  the  board. 

Third  Reader. 

Black  Beauty. 

Alice  in  Wonderland. 

Jungle   Book. 

The  Old  Clock  on  the  Stairs. 

Have  the  children  notice  that  the  principal  words  in  the  titles  begin  with 
capital  letters  just  as  the  titles  of  their  compositions  do.  Have  them  watch 
you  while  you  make  one  of  these  into  a  sentence  and  write  it  upon  the 
board.  "We  have  nearly  finished  reading  our  Third  Reader."  Did  I  use 
the  capital  letters  just  as  I  did  when  writing  it  in  the  list?  Is  there  any 
difference  that  you  can  see?  Bring  out  the  fact  that  when  a  title  of  a 
book,  poem,  or  composition  is  used  in  a  sentence  it  is  sometimes  inclosed  in 
quotation  marks.  Have  the  children  make  up  sentences  about  each  of  the 
books,  write  them  upon  the  board,  and  have  the  children  put  in  the  quotation 
marks.  These  marks  are  not  necessary.  "The  child  may  put  them  in  or  not 
as  he  sees  fit,  but  if  they  appear  in  one  sentence,  thej^  must  appear  in  all 
of  them. 

These  sentences  ma^^  be  used  for  copy,  study,  and  dictation : 

Our  teacher  is  reading  "Black  Beauty"  to  us. 

"Alice  in  Wonderland"  is  an  interesting  book. 

"The  Jungle  Book"  was  written  by  Kipling. 

We  read  "The  Old  Clock  on  the  Stairs"  yesterday. 

"Raggylug"  is  the  story  of  a  cotton-tail  rabbit. 

"Secrets  of  the  Woods"  was  written  by  William  J.  Long. 

I  like  "Alice  in  Wonderland"  and  "Black  Beauty"  the  best  of  all 

the  books. 
Mary  is  reading  "Little  Women." 
John  will  get  "Robinson  Crusoe"  from  the  library  Friday. 

(95) 


2.  In  the  same  way  teach  the  children  to  write  the  names  of  newspapers. 

first  in  a  list,  and  afterwards  in  sentences  with  the  quotation  marks. 

San  Francisco  Chronicle.  Tlio  Call. 

The   Evening  Herald.  '    San  Francisco  Examiner. 

The  Eveuius'  Bulh'tin.  Satunlay  Evening;-  I'ost. 

3.  Sentences  for  copy,  study,  and  dictation: 

My     father     takes     the     "San     Francisco       I  sell  the  "Saturday  Evening  Post." 

Chronicle"  and  the  "Evening  Bulletin."       The  "Evening  News"  sells  for  a  penny. 
John  sells  the  "Examiner." 

4.  Make  three  sentences  of  your  own  al)out  l)()()ks  in  this  list: 

Fairy  Tales.  ^^'ilderness   Ways. 

Mother  Goose.  Children  of  the  Cold. 

Make  two  sentences  containing  the  names  of  newspapers. 

5.  Learn  to  write  this  sentence : 

The  books  Lincoln  knew  by  heart  were  "Robinson  Crusoe."  "..F^sop's  Fables."  "Pilgrim's 
Progress,"  "History  of  the  United  States."  "Life  of  Washington."  and  the  "Bible." 


SUBJECT  PRONOUNS. 

1.  Write  on  the  board  these  two  sentences:  "John  played  ball,"  "I 
played  ball."  Ask  the  children  to  combine  the  two,  telling  who  played 
ball.  Write  the  new  sentence  on  the  board.  Then  read,  "John  Avalked  to 
town,"  "I  walked  to  town."  Combine,  telling  who  walked  to  town.  Write 
combination  on  the  board.    In  the  same  wav  use : 


John  read  the  book. 
He  read  the  book. 

Frank  picked  an  apple. 
He  picked  an  apple. 

Jessie  sewed  yesterday. 
I  sewed  yestei'day. 

The  boy  rode  the  horse. 
I  rode  the  horse. 


He  can  not  come. 
The  girl  can  not  come. 

Tom  saw  the  silkworms. 
He  saw  the  silkworms. 

Jack  read  the  book. 
He  read  the  book. 

Fred  may  go. 
-  You  ma.v  go. 


Tom  was  good. 
She  was  good. 

He  ran  home. 
She  ran  home. 

He  did  the  work. 
I  did  the  work. 


2.  Have  the  children  read  in  concert  the  combined  sentences  and  then 
copy  them. 

3.  Dictate  the  sentences  that  were  copied  in  the  first  lesson. 

4.  Send  two  boys  to  the  door.  Say  to  one,  "Who  are  at  the  door?" 
Write  his  reply  on  the  board.  Have  the  children  read  it  aloud,  then  copy 
it.  Ask  one  of  the  children  to  tell  who  were  at  the  door,  using  only  one 
name.  Write  the  reply,  read,  and  copy.  At  the  end  of  the  lesson  have 
the  sentences  copied;  as, 


Tony  and  I  are  at  the  door. 
Tony  and  he  were  at  the  door. 

Elsie  and  we  are  at  the  window. 
Elsie  and  they  were  at  the  window. 

He  and  I  are  in  one  seat. 
He  and  I  were  in  one  seat. 

You  and  Ben  were  carrying  the  water. 


John  and  we  are  writing  on  the  board. 
He  and  they  were  writing  on  the  board. 

Elsie  and  I  are  feeding  the  silkworms. 
Elsie  and  she  were  feeding  the  silkworms. 

He  and  I  are  standing  by  the  stove. 
He  and  she  stood  by  the  stove. 


(96) 


5.  Put   two  foluiiins  on   the 

b. 

uard. 

and 

ask  tl 

le  chik 

tenees ;  as. 

Tom  and   he 

made 

Jack   and  she 

walked 

My  brother  and  I 

rode 

Your  sister  and  they 

saw 

They  boy  and  we 

wrote 

Joe  and  we 

read 

Bessie  and  I 

came 

He  and  I 

threw 

He  and  she 

caught 
fed 

6.  Sentences  for  dictation : 

Ben  and  I  play  ball  every  day. 

He  and  the  boys  are  in  the  garden. 

She  and  the  girls  are  studying  their  siielliug. 

7.  Tom  went  with  your  family  on  a  picnic.  Tell  me  what  kind  of  a  time 
you  had,  using  Tom's  name.  Tom  went  with  you  fishing.  Tell  me  how 
many  fish  you  caught,  using  Tom's  name. 

I  she 

you  they 

he  we 

8.  Use  Tolu  and  one  of  the  words  in  this  list  in  a  sentence  telling  where 
you  went  in  vacation,  what  you  did,  what  you  saw,  what  you  caught,  when 
you  came  back.    Tell  me  what  kind  of  a  time  you  had. 

Tom  and  a  friend  go  to  the  same  school.  Tell  me  what  they  do  at  recess, 
using  Tom's  name  and  a  word  from  the  list.  Susie  and  your  sister  play 
together.    Use  Susie's  name  and  a  word  from  the  list  to  tell  what  they  play. 


Two  Pronouns  as  Subject. 

9.  Have  the  children  substitute  a  word  from  the  list  for  the  italicized 
word  in  each  of  these  sentences : 

he  they 

she  we 

May  and  I  are  going  to  the  park.  The  hoys  and  I  were  on  different  sides. 

Tom  and  she  are  good  friends.  Mary  and  we  are  in  the  same  row. 
Bess  and  the  hoys  live  in  Oakland. 

A  boy  and  two  girls  went  across  the  bay.    Use  any  two  words  in  the  list 
to  tell  where  they  went  and  what,  they  did. 

10.  Have  these  sentences  read  aloud,  and  studied,  then  dictate  them : 

They  and  I  are  good  friends.  He  and  I  ran  a  race. 

Mary  and  he  closed  the  door.  He  and  she  were  in  school  on  time. 

Elsie  and  he  are  not  going.  May  and  she  sang  a  song. 

He  and  she  erased  the  boards.  Elsie  and  they  were  out  in  the  rain. 

Jack  and  he  are  in  the  house.  The  two  boys  and  we  were  very  much 
Mary  and  she  walked  in  the  woods.  afraid. 

They  and  we  are  on  different  sides.  He  and  I  thought  out  the  riddle.     . 
Yov;r  sister  and  they  were  the  only  ones  She  and  I  went  alone. 

there.  She  and  he  did  not  know  it. 

(97) 


Test :  Fill  in  the  blanks. 


Henry  and  - 
Hattie  and 

and 

or  — 

and 


-  will  help  you. 

-  wrote  a  letter. 

-  rode  with  them, 
should  send  us  word. 

-  may  dust  the  room. 


-Vnnie  and  - 

■  and 

and 

and 

and 


sent  us  the  fruit. 

-  came  this  evening. 

-  moved  away. 

-  ran  across  the  field. 

-  stood  on  the  hill. 


Review  of  Quotations  and  Pronoun  Subjects. 

1.  Sentences  for  study  and  dictation  : 

The  boy  said  to  his  teacher,  "He  and  I  will  fetch  you  those  oranges.' 

John  replied,  "They  and  I  are  the  ones  to  do  it." 

"Shall  John  and  I  make  the  lemonade?"  she  asked. 

"She  and  he  were  the  only  ones  perfect,"  they  replied. 

"John  and  he  put  their  things  away,"  said  the  boy  to  his  mother. 

"I  have  heard,"  said  the  fox  to  the  crow,  "that  you  sing  beautifully. 

"What  can  you,"  said  the  lion,  "a  little  mouse,  do  for  me?" 

"They  and  we  will  be  on  opposite  sides,"  said  the  girl. 

The  boy  said  to  me,  "Tom  and  he  ride  beautifully." 

Tom  replied,  "It  was  you  who  taught  me  how  to  ride  so  well." 


He  and  she 
John   and  he 
He  and  I 
The  boys  and  I 


Tou  and  I 
They  and  I 
John  and  they 
The  girls  and  he 


j\Iake  sentences  using  the  above  phrases  as  the  beginnings : 


passed  by. 

were  hurt  in  the  runaway. 

caught  the  horse. 

will  knock  at  the  door. 


were  not  guilty, 
sang  the  song. 
ate  the  cherries, 
mended  the  chair. 


POSSESSIVE  SINGULAR. 

1.  Say  to  the  class,  "Who  has  a  knife?  Tell  me  something  about  John's 
knife."  Write  this  reply  on  the  board:  "John's  knife  is  sharp."  "Tell 
me  something  else. "    "  John 's  knife  has  a  pearl  handle. ' ' 

"What  did  Susie  get  to-day?  Tell  me  something  about  Susie's  book." 
"Susie's  book  is  red,"  "Susie's  book  has  a  picture  on  the  cover." 

"Tell  me  something  about  Willie's  pencil."  In  this  way  get  such  sen- 
tences as, 


John's  knife  is  sharp. 

John's  knife  has  a  pearl  handle. 

Susie's  book  is  red. 

Susie's  book  has  many  pictures. 

Willie's  pencil  is  red. 

2.  Have  these  sentences  copied. 

3.  Write  sentences  about : 


Frank's  pen  is  on  the  table. 
John's  coat  is  torn. 
Ray's  finger  is  broken. 
May's  doll  has  a  new  dress. 
Lucy's  pet  dog  is  lost. 


John's  pony 
Clara's  sister 
The   squirrel's   tail 
The  dog's  paw 


The  soldier's  gun 
The  boy's  hat 
The  man's  flag 


The  bird's  feather 
The  boat's  prow 
The  boy's  lesson 


(98) 


4.  Have  the  eliildreii  answer  these  questions 


Whose  coat  is  toru? 
Whose  hat  is  on  the  table? 
Whose  book  is  on  the  desk? 
Whoso  iiencil  is  ou  the  floor? 
What  bird's  head  is  red? 

5.  Dictate  the  following  sentences; 

My  father's  house  was  burned. 
The  bird's  feathers  are  yellow. 
Jack's  boat  is  painted  white. 
Bessie's  hat  has  just  come. 
The  polliwog's  tail  has  just  gone. 


What  bird's  breast  is  rod? 
Whose  pictures  are  on  the  wall? 
Whose  composition  was  best  to-day? 
Whose  book  is  on  my  desk? 
Whose  dog  came  to  school  to-day? 


The  frog's  skin  is  green. 

The  cat's  fur  is  soft. 

The  horse's  tail  is  long. 

My  sister's  watch  has  stopped. 

My  uncle's  house  is  large. 


6.  Write  the  following  on  the  board: 
Whose  tail  is  long?  Whose  ears  are  large? 

Then  say,  "The  cow's  tail  is  long,"  "The  donkey's  ears  are  large." 
Write  these  on  the  board,  and  have  the  children  fill  them  out  in  the  same 
way : 

• ■  fur  is  soft?  eyes  are  small?  feet  are  large? 


hair  is  black? 


bill  is  long? 


eyes  are  brown? 


7.  Copy  sentences  from  your  reader  that  tell  whose. 

8.  Story  for  reproduction:  "The  Brass  Bulls,"  by  E.  Louise  Smythe,  in 
"Old  Time  Stories,"  pages  127-130. 


Review. 


1.  For  study  and  dictation : 


The  man  said,  "Put  the  cow's  hay  in  her  stall." 

The  boy  said,  "John  and  I  have  their  tops." 

John  and  he  said  to  me,  "We  told  them  about  it." 

He  and  I  replied,  "Those  are  ours." 

The  boy's  cap  is  torn. 

The  baby's  horn  is  lost. 

Their  dishes  are  not  washed. 

"Tell  me,"  said  he,  "if  those  belong  to  you." 

"My  doll's  head  is  broken,"  cried  the  little  girl. 

"These  apples  are  good,''  said  I. 

She  shouted  to  her  fathei-,  "Help !  Help  !" 

2.  Change  these -groups  of  words  so  that  a  name  will  be  used  to  show 
ownership.    Make  into  sentences : 


the  pencil  of  the  girl 
the  leg  of  the  frog 
the  story  of  the  child 
the  hat  of  the  child 
the  brother  of  John 


the  sister  of  Mary 
the  house  of  my  father 
the  story  of  my  uncle 
the  picture  of  my  mother 
the  ring  of  Mary 


PRONOUN  AFTER   PREPOSITION. 

Introduce  this  series  in  the  same  Avay  as  the  last  and  work  it  out  in  just 
the  same  way.  It  requires  many  sentences  read  aloud  by  the  children  and 
given  by  the  teacher  and  pupils,  so  that  the  ear  may  become  accustomed 
to  the  proper  sound.    Besides  this,  the  written  form  must  be  acquired. 

(99) 


OF    THE 

UNIVERSITY 


1.  Have  written  on  the  board  before  class  time  the  following  sentences. 
Call  npon  the  ciiildren  to  read  each  sentence,  then  to  combine,  as  in  the 
last  set : 


Lucy  walked  i)eliiiid  Tom. 
I^ucy   walked   hcliiiid   inc. 

He  wrote  to  Tom. 
He  wrote  to  mo. 

They  walked  by  Tom. 
Tliey  walked  by  her. 

Lucy  sat  near  Tom. 
Lucy  sat  near  us. 

Mama  thought  of  Tom. 
Mama  thought  of  them. 

Lucy  walked  behind  Tom  and  me. 
He  wrote  to  Tom  and  me. 
They  walked  by  Tom  and  her. 
Lucy  sat  near  Tom  and  us. 
Mama  thought  of  Tom  and  them. 


I  rode  with  mama. 
I  rode  with  you. 

These  invitations  are  for  sister. 
These  invitations  are  for  us. 

The  hat  is  becoming  to  Lucy. 
The  hat  is  becoming  to  her. 

The  picture  hangs  over  Mary. 
The  picture  hangs  over  him. 

The  orchard  is  beyond  Tom. 
The  orchard  is  beyond  us. 

I  rode  with  mama  and  you. 
These  invitations  are  for  sister  and  us. 
The  hat  is  becoming  to  Lucy  and  her. 
The  picture  hangs  over  Mary  and  him. 
The  orchard  is  beyond  Tom  and  us. 


2.  Have  the  sentences  of  yesterday  read  aloud  and  copied. 

3.  Have  the  children  read  aloud,  then  combine  these  sentences;  then  read 


aloud  again  and  copy; 

They  heard  about  you. 
They  heard  about  me. 


She  sang  for  you. 
She  sang  for  lier. 

I  rode  with  her. 
I  rode  with  you. 

jNIary  spoke  to  them. 
Mary  spoke  to  mo. 

I  sat  by  her. 
I  sat  by  you. 


She  went  with  them. 
She  went  with  him. 

She  lived  with  them. 
She  lived  with  us. 

The  boy  spoke  to  him 
The  boy  spoke  to  her. 

The  man  wrote  to  him. 
The  man  wrote  to  me. 

The  baby  ran  to  her. 
The  baby  ran  to  me. 


4. 

him  and  me 

him  and  his  brother 

her  and  us 

Lucy  and  me 


them  and  you 
him  and  her 
father  and  us 
them  and  us 


him  and  us 
him  and  her 
her  and  me 


Have  the  children  write  sentences  using  one  of  the  above  expressions  in 
answer  to  the  following  questions.    The  sentences  may  then  be  read  aloud: 


To  whom  did  mama  write? 
With  whom  did  you  walk? 
From  whom  did  you  run? 
By  whom  did  you  sit? 
To  whom  did  you  speak? 
Near  whom  did  vou  walk? 


With  whom  did  you  sing? 

With  whom  did  you  play? 

For  whom  did  you  work? 

To  whom  did  you  write? 

From  whom  did  the  teacher  take  a 

About  whom  did  the  author  write? 


book! 


(100) 


5.  Diclatc  the  i'ullowiiiu'  senteneos: 

I  sat  near  Lucy  and  liim.  Tin"  lady  nimisfd  Tuni  iuid  luc 

lie  sent  word  to  Frank  and  Ikm'.  UMutc  is  uo  (luarrel  Ik-Iwci'h  them  and  me. 

Harry  will  ride  with  them  and  you.  We  <livided  a  cake  anionii  thcni  and  us. 

They  spnt  me  for  mama  and  him.  The  book  fell  behind  father  and  mo. 

The  children  played  with  him  and  iicr.  The  teacher  talked  to  her  and  ns. 

6.  Write  the  fo]h)\viiiL:'  on  Wie  lioai'd.  and  have  sentences  made,  the  blanks 
to  ])e  filled  in  with  some  other  word  tlian  a  name.  The  sentences  may  then 
be  read  aloud  by  the  class : 

sat  near  and  father.  sang  to  and  them. 

walked  with  and  sister.  spoke  to  and  her. 

ran  between  and  mother.  thought  of and  the  boy. 

played  for  and  us.  quarrel  between  and  her  dog. 

7.  Test :  Fill  in  the  blanks  with  some  other  words  than  names : 

They  told  me  about  and  .  My  mother  played  for and . 

We  walked  with and .  The  children  ran  from  and  . 

She  sang  to and  .  The    boys  went  fishing  with and . 

We  worked  for and .  We  gave  fifty  cents  to and . 

STORIES   FOR   REVIEW. 

Purpose  and.]\Iethod. — The  teacher  will  know  by  this  time  the  points 
upon  which  most  of  the  children  are  weak.  After  the  story  is  told,  the 
forms  upon  which  the  children  are  likely  to  fail  should  be  placed  upon  the 
lioard  and  sentences  made  from  them ;  or  questions  may  be  asked  so  that 
the  required  form  will  be  used  in  the  answer,  this  to  be  written  on  the 
l)oard.  The  forms  may  be  put  on  the  board,  the  teacher  calling  attention  to 
tliem.  and  asking  that  as  many  as  possible  be  brought  into  the  reproduction. 

A  Story  About  Two  Frogs. 
Two  frogs  lived  in  a  pond.  It  was  very  warm.  The  pond  dried  up. 
The  frogs  had  to  .jump  away.  They  looked  for  some  water.  Soon  they  came 
to  a  deep  well.  There  was  a  little  water  in  the  well.  One  frog  said,  "Let 
us  .jump  in."  "No.  we  can  not  .jump  out,  if  the  water  dries  up,"  said  the 
other. 

The  Golden  Touch. 

Once  there  was  a  king  named  ]\Iidas.  He  loved  gold  more  than  anything 
else  in  the  world.  He  was  counting  out  his  money  one  day  when  a  strange 
man  came  in.  "You  are  rich,"  said  the  stranger.  "Yes,  but  I  have  not 
enough,"  said  Midas.  "How  much  would  it  take  to  satisfy  you?"  asked 
the  stranger.  "If  everj^thing  I  touch  would  turn  to  gold  it  would  be 
enough,"  replied  INIiclas.  "You  shall  have  your  wish,"  said  the  stranger. 
So  he  went  away. 

Next  morning  King  Midas  arose.  He  touched  his  clothes  and  they  became 
clothes  of  gold.  "How  beautiful  everything  will  be,"  thought  he.  He 
went  out  into  the  garden.  "Turn  to  gold,"  he  said  to  the  flowers  as  he 
touched  them.     They  turned  to  gold. 

Then  he  went  in  to  breakfast,  but  everything  he  tried  to  eat  turned  to 
gold.  Soon  his  beautiful  daughter  came  in.  She  ran  up  to  bid  her  father 
good  morning.  The  king  kissed  her,  saying,  "Good  morning,  dear  child.'' 
Then  she.  too,  turned  to  gold.  (loi) 


' '  I  can  not  live  without  my  daughter, ' '  he  cried.  ' '  I  would  give  all  my 
monej'  if  I  could  get  her  back. ' ' 

Soon  the  stranger  came.  "Oh,  give  me  back  my  child,"  cried  the  king. 
"Do  you  not  wish  the  golden  touch?"  he  asked.  "Just  give  me  back  my 
daughter  and  I  will  be  happy,"  he  replied.  "Go  to  the  river  and  bathe," 
said  the  stranger.  King  Midas  ran  quickly  to  the  river,  and  soon  returned. 
He  touched  his  daughter  first.  She  turned  back  into  his  own  child.  Then 
he  touched  his  clothes  and  the  flowers.  Everything  became  as  it  was  at 
first.    Now  the  king  does  not  love  gold  so  much  as  he  did. 

TEST   SENTENCES. 

The  "Examiner"  did  not  come  last  Thanksgiving  Day. 

After  Christmas  we  will  take  the  "Evening  Post." 

We  had  a  good  time  the  Fourth  of  July. 

Washington's  Birthday  and  Admission  Day  are  holidays. 

Did  the  "Chronicle"  come  May  Day? 

The  two  boys  brought  the  "Bulletin"  and  "Call"  to  school. 

Did  you  bring  flowers  Decoration  Day? 

We  are  going  away  either  New  Year's  Day  or  Labor  Day. 

Mrs.  Brown  said,  "We  are  going  away  the  first  Wednesday  in  September." 

December,  January,  and  February  are  the  winter  months. 

The  last  Thursday  in  November  is  Thanksgiving  Day. 

"Are  you  coming  here  Admission  Day?"  asked  Mr.  May. 

Dr.  Brown  asked,  "Did  the  Fourth  of  July  come  on  Tuesday?" 

The  children  will  sing  every  Saturday  and  Sunday  in  August  and  October. 

"Labor  Day,  New  Year's  Day,  and  Washington's  Birthday  are  holidays,"  said 

Miss  Jones. 
The  two  boys  went  to  the  country  last  spring. 
John  asked,  "Are  you  going  away  in  autumn?" 
We  are  going  there  every  Wednesday  in  summer. 
Mrs.  Jones  said,  "They  will  bring  their  sisters  to  school  Thursday." 
The  girls  will  sing  their  songs  October  10,  1907.  * 

The  children  went  to  the  picnic  February  2,  1900. 
There  were  many  people  in  San  Francisco  December  8,  1S82. 
We  are  going  there  November  S,  1910. 
The  people  took  their  children  to  the  park  either  August  S,  1782,  or 

January  9,  ISOl. 
September  8,  1906,  was  my  birthday. 
Didn't  you  have  a  good  time  July  4.  1904? 
The  "Examiner"  did  not  come  last  Thursday. 
The  two  boys  brought  the  "Call"  home  Saturday. 
John  said,  "This  is  Thanksgiving  Day." 
We  will  take  the  "Chronicle"  after  Christmas. 
Aren't  you  going  to  read  the  "Bulletin?" 
The  girl  asked,  "Is  Washington's  Birthday  a  holiday?" 
The  boys  were  too  late  to  get  the  "Evening  Post." 
Wasn't  the  boy  here  Wednesday? 

The  two  boj's  will  leave  the  first  Wednesday  in  February. 
There  were  too  many  people  at  the  meeting  September  8,  1905. 
Did  the  two  boys  find  their  books  last  Tuesday? 
John  and  May  went  to  school  January  6,  1906. 
We  were  too  tired  Sunday  to  go. 
They  left  the  city  Saturday,  November  8,  1802. 
The  girls  were  going  to  sing  Thursday,  October  8,  1902. 
There  were  sixteen  boys  in  the  room. 
Ninety-six  men  were  in  the  parade  Thanksgiving  Day. 
yivs.  Brown  paid  $25  for  her  coat. 
Didn't  you  see  the  four  girls  last  Wednesday? 
Fifty-eight  dollars  were  paid  by  the  man  last  Tuesday. 
They  had  eighty-five  books  in  the  library. 

(102) 


"Have  you  $45?"'  asked  Mr.  Joues. 
There  are  twelve  months  in   the  year. 
Ten  dollars  was  the  cost  of  the  book. 
The  little  girl  had  twenty  pencils. 
Can't  you  come  to  our  house? 
"We  went  to  their  house,"  said  John. 
"Doesn't  she  sing?"  he  asked. 
There  are  two  books  on  the  desk. 
May  I  go  home,  too? 
May  asked,  "Wasn't  that  their  house?" 
Isn't  your  dress  new? 
She  gave  John  two  apples. 
"Give  the  book  to  me,"  said  Alice. 
She  ate  too  much  cake. 
Are  there  many  boys  in  the  yard? 
Mrs.  Jones  asked,  "Is  it  four  o'clock?" 
Dr.  White  said,  "I  will  be  there  at  4.30  p.  m." 
We  are  going  Wednesday  at  5.20  a.  m. 
Miss  Reed  left  Thursday  at  two  o'clock. 
"Is  2.20  p.  m.  too  late  to  go?"  asked  Mr.  Brown. 
The  two  boys  are  going  home  at  10  a.  m. 
"We  will  go  to  school  Friday  at  nine  o'clock."  said  John. 
Some  Italian  children  learn  to  read  English. 
The  Spanish  boy  learned  to  write  last  year. 
The  baby  learns  to  clap  his  hands,  too. 
We  learn  to  work  examples  every  day. 
The  American  boy  is  learning  to  write  in  school. 
My  dog  learned  to  jump  rope  last  February. 
The  two  boys  are  learning  their  lessons  every  night. 
To-morrow  we  will  learn  to  spell. 
The  little  boy  learns  to  play  tag. 

Didn't  you  hear  the  Germans  sing  their  songs  last  Thursday? 
Weren't  there  two  boys  in  the  school  Saturday? 

I'm  going  to  the  meeting  of  the  Spanish  and  French  people  next  Tuesday. 
There  were  too  many  Chinese  and  Japanese  in  San  Francisco. 
Isn't  their  room  too  small  to  hold  all  the  friends  of  the  Americans  next  Sunday? 
Haven't  the  English  people  been  invited  to  go  on  Monday  and  Wednesday? 
He  hasn't  their  books. 
Doesn't  the  Scotch  boy  come  Friday? 

Dr.  Brown  said.  "The  two  boys  are  going  away  either  in  October  or  November." 
There  were  too  many  children  there  Wednesday  at  four  o'clock. 
The  girls  brought  their  sisters  to  school  Tuesday. 
The  last  Thursday  in  November  is  Thanksgiving  Day. 
Mrs.  Jones  asked,  "Is  10  a.  m.  too  late  to  go?" 
We  are  going  away,  too,  next  Sunday  at  2  p.  m. 

Miss  Brown  said,  "December,  January,  and  February  are  very  cold  mouths." 
New  Year's  Day,  Christmas,  Decoration  Day,  and  Admission  Day  are  holidays 
Aren't  you  going  to  school  next  Tuesday? 
The  boy  doesn't  know  his  lessons. 
Mary  said,  "I'm  going  to  leave  Saturday." 
We  haven't  seen  the  two  boys  to-day. 
Wasn't  the  little  girl  here  Wednesday? 
The  teacher  asked,  "Isn't  this  your  book?" 
The  child  hasn't  found  his  hat. 
"Don't  leave  your  books  in  school,"  she  said. 
We  hadn't  been  to  see  you  before. 
Didn't  the  girl  sing  for  you? 
The  boys  will  bring  their  books  to-morrow. 
The  two  girls  will  come  Monday  and  Tuesday. 
There  were  too  many  people  there  Sunday. 
Didn't  they  sing  their  songs  to-day? 
We  will  try  to  go  either  Wednesday  or  Saturday. 
Will  they  sing  to-night? 

Aren't  you  going  Thursday  and  Friday,  too? 

(103) 


EXERCISES  FOR  THE  GRAMMAR  GRADES. 


This  work  for  the  Grammar  Grades  is  a  continuation  of  the  Primary 
Grade  work,  and  is  based  on  the  same  principles — the  formation  of  habits, 
the  correction  of  errors  and  freqnent  reviews. 

The  thing  to  be  done  is  explained  as  briefly  and  as  clearly  as  possible. 
After  this  it  is  done  over  and  over  again  nntil  the  doing  of  it  is  without 
reference  to  any  statement  or  explanation  that  has  been  made;  in  fact,  until 
it  becomes  a  habit. 

Sentences  alone  are  of  little  use.  Neither  children  nor  adults  are  called 
upon  in  life  to  write  disconnected  sentences.  Paragraphs  for  the  applica- 
tion of  the  facts  learned  will  be  found.  As  has  been  stated  in  the  Introduc- 
tion, the  application  of  this  knowledge  to  original  work  does  not  follow. 
The  Bulletin  on  Composition,  which  will  soon  be  published,  outlines  the 
work  for  which  this  Bulletin  is  only  an  accompaniment. 

With  each  new  topic  there  is  a  simple  statement  of  the  fact  presented, 
followed  by  a  series  of  sentences.  Bead  the  first  sentence  and  apply  the 
statement.  Have  the  children  finish  the  sentences  in  the  same  way.  If 
the  topic  is  entirely  new  to  the  children,  follow  the  method  given  under 
Primary  "Work. 

As  in  most  cases,  the  facts  to  be  learned  are  used  in  writing  only,  as 
contractions,  abbreviations,  punctuation;  written  work  should  be  begun  at 
once.  Give  much  practice  at  the  board,  where  the  work  of  all  the  children 
can  be  seen.  If  a  mistake  is  made,  call  for  the  statement.  Otherwise  dictate 
a  new  sentence. 

When  the  sentences  can  be  correctly  written  from  dictation,  put  them  on 
the  board  without  the  marks  in  question.  To  illustrate :  If  the  use  of 
quotation  marks  is  being  taught,  put  the  sentences  on  without  the  quotation 
marks  first,  then  without  either  capitals,  commas,  or  quotation  marks.  Have 
the  children  rewrite,  putting  in  the  punctuation  marks. 

Dictation  paragraphs  and  original  compositions,  such  as  letters,  postal 
cards,  stories,  etc.,  must  follow  to  fix  the  habit. 

Collect  the  children's  papers;  indicate  in  the  margin  the  sentence  that 
contains  an  error.  Return  the  papers,  have  the  children  find  the  error, 
apply  the  statement,  and  rewrite  the  sentence.  Use  this  same  method  for 
correcting  the  paragraph  dictations. 

The  children  may  exchange  papers  and  look  them  over,  indicating  in  the 
margin  any  error  found.  Eeturn  the  papers  to  the  writers,  and  have  the 
errors  corrected  as  before. 

Lessons  headed  Correction  of  Errors  are  given  in  the  same  way,  except 
that  more  time  is  spent  on  oral  work,  in  which  the  error  is  made  in  speaking 
more  than  in  writing.  Ain't  is  a  good  illustration  of  a  word  that  is  often 
spoken,  but  seldom  Avritten. 


GRADING. 

Tills  \vorl\  has  not  been  divided  for  the  various  ui-ach's.  If  the  children 
have  done  well  the  work  for  the  Primary  Grades,  the  remainder  ean  easily 
be  done  in  two  years  with  a  thirty-minute  recitation  twice  a  week.  If  it 
has  not  been  done,  four  years  will  probably  be  necessary.  Pages  106  to  119 
should  be  assigned  to  the  Fifth  Grade,  pages  119  to  133  for  the  Sixth  Grade, 
133  to  143  for  the  Seventh  (!i'ade.  and  143  to  154  for  the  Eighth. 

If  the  Bulletin  is  completed  at  the  end  of  the  sixth  year,  at  least  one 
lesson  a  week  in  language  should  be  given  during  the  remainder  of  their 
school  time  to  keep  it  fresh  in  the  memory.  The  work  need  not  he  done 
in  order,  l)ut  those  sul),jects  selected  in  which  their  daily  compositions  show 
them  to  be  weak. 

DAILY  DRILLS. 

While  this  Bulletin  contains  much  material  worked  out  at  length,  the 
author  feels  that  a  few  drills  given  daily  will  help  more  toward  acquiring 
correct  forms  than  the  study  of  too  man}'  details. 

An  excellent  exercise  to  correct  the  most  glaring-  errors  in  daily  conversa- 
tion and  writing  is  this :  Every  morning,  or  at  least  three  times  every  week, 
read  one  at  a  time,  the  sentences  under  the  column  headed  Teacher.  Have 
the  children  give  in  concert  the  correct  form,  which  will  be  found  in  the 
column  headed  Pupil.  This  exercise  continued  every  day  for  a  year  or 
more  will  make  the  children  not  only  recognize  that  certain  forms  are  wrong, 
l)ut  will  also  through  constant  association  bring  to  their  minds  the  correct 
form.  This  has  been  tried  Avith  children  in  the  receiving  class,  and  has  been 
found  very  successful.  Many  of  the  children  called  attention  during  the 
day  to  errors  made  in  the  general  conversation. 


Ungrammatical  Expressions. 


Teacher. 


I  seen  it. 

He  has  rode  very  often. 

He  has  saw  it  many  times. 

He  learned  me  my  spelling. 

Lay  down,  Rover. 

She  sets  beside  me. 

I  ain't  got  no  pen. 

I  did  my  work  good. 

I  had  ought  to  go. 

He  don't  like  his  neighbor. 

Please  give  me  them  there  oranges. 

Leave  go  the  ball. 

Was  you  at  the  picnic? 

The  children  haven't  no  chalk. 

He  acted  like  he  was  mad. 

She  is  awful  nice. 

He  is  very  bad  off. 

I  hadn't  ought  to  have  went. 

They  may  of  did  it. 

I  like  those  kind  of  apples. 

There  ain't  no  book  here. 

No  one  has  give  me  their  book. 

She  left  go  of  the  rope. 


,  Pupil. 

I  saw  it. 

He  has  ridden  very  often. 
He  has  seen  it  many  times. 
He  taught  me  my  spelling. 
Lie  down,  Rover. 
She  sits  beside  me. 
I  haven't  any  pen. 
I  did  my  work  well. 
I  ought  to  go. 
He  doesn't  like  his  neighbor. 
Please  give  me  those  oranges. 
Let  go  the  ball. 
Were  you  at  the  picnic? 
The  children  haven't  any  chalk. 
He  acted  as  if  he  were  angry. 
She  is  very  nice. 
He  is  very  badly  off. 
I  ought  not  to  have  gone. 
They  may  have  done  it. 
I  like  that  kind  of  apples. 
There  is  no  book  here. 
No  one  has  given  me  his  book. 
She  let  go  the  rope. 


(305) 


Neither  James  nor  Frank  has  lost 

their  hat. 
It  was  her  who  done  it. 
He  is  taller  than  me. 
Give  me  them  things. 
The  boy  and  his  sister  was  lost. 
Where  have  you  been  to? 
Is  it  me  you  are  talking  about? 
I  did  my  work  good. 
The  boat  moved  slow. 
He  carried  the  message  safe. 
I  have  learned  to  skate  good. 
They  treated  him  very  nice. 
I  feel  good. 
The  boys  walked  quiet. 
He  felt  very  bad. 
My  father  slept  sound. 
He  put  on  his  coat  very  quick. 
He  won  the  race  very  easy. 
She  was  dressed  very  nice. 
The  car  stopped  sudden. 
He  writes  good. 
She  sings  very  sweet. 
The  sick  lady  looks  very  bad. 


Neither  James  nor  Frank  has  lost  his 

hat. 
It  was  she  who  did  it. 
He  is  taller  than  I. 
Give  me  those  things. 
The  boy  and  his  sister  were  lost. 
Where  have  you  been? 
Is  it  I  you  are  talking  about? 
I  did  my  work  well. 
The  boat  moved  slowly. 
He  carried  the  message  safely. 
I  have  learned  to  skate  well. 
They  treated  him  very  well. 
I  feel  well. 

The  boys  walked  quietly. 
He  felt  very  ill  (or  badly). 
My  father  slept  soundly. 
He  put  on  his  coat  very  quickly. 
He  won  the  race  very  easily. 
She  was  dressed  very  nicely. 
The  car  stopped  suddenly. 
He  writes  well. 
She  sings  very  sweetly. 
The  sick  lady  looks  very  badly. 


Inelegant  Expressions. 


The  boy  fell  off  of  the  car. 

He  is  mad  at  me. 

She  is  awfully  nice. 

He  made  a  terribly  funny  speech. 

I  have  a  perfectly  lovely  hat. 

Isn't  this  a  dear  dress? 

There  were  lots  of  people  there. 


The  boy  fell  off  the  car. 

He  is  angry  with  me. 

She  is  very  nice. 

He  made  a  very  funny  speech. 

I  have  a  very  pretty  hat. 

Isn't  this  a  pretty  dress? 

There  were  many  people  there. 


Use  of  the  Wrong  Word. 


Will  you  loan  me  your  knife  (yes)  ? 
He  learned  me  my  spelling. 
The  man  looked  very  funny. 
They  were  to  blame  theirselves. 
He  walked  acrost  the  bridge. 
I  feel  nicely,  thank  you. 


Will  you  lend  me  your  knife? 
He  taught  me  my  spelling. 
The  man  looked  very  queer. 
They  vvere  to  blame  themselves. 
He  walked  across  the  bridge. 
I  feel  well,  thank  you. 


CORRECTION   OF  ERRORS. 

There  are  some  words  that  are  used  incorrectly  so  frequently  that  many 
people,  especially  children,  do  not  recognize  them  as  wrong.  It  is  just  as 
necessary  to  know  that  they  are  wrong  as  to  know  that  certain  other  forms 
are  right. 

Some  words  and  phrases  are  incorrect  only  under  certain  circumstances. 
Such  words  are  like^  except,  hetween,  was,  etc.  The  list  below  contains  only 
those  words  or  phrases  that  are  wrong  always  under  every  circumstance. 
This  list  the  children  should  commit  to  memory.  It  should  be  made  very 
clear  to  them  that  the  forms  are  wrong  whenever  they  are  used.  The 
correct  form  should  also  be  taught. 

It  is  true,  too,  that  the  children  may  be  able  to  say  off  of  is  wrong.  Off 
or  from  is  right,  and  yet  not  recognize  the  error  in  a  sentence.  On  this 
account  the  work  would  not  be  complete  without  some  sentence  work.    The 

(106) 


language  form  for  this  should  be  the  same  as  in  the  list  work.     Off  of  is 
wrong.    Off'  or  from  is  right  (as  the  case  may  be). 


off  of — off  01"  from 

for  to — to 

use  to — used  to 

had  ought  to — should 

hadn't  ought  to — should  not 

may  of — maj'  have 

might  of— might  have 

must  of — must  have 

could  of — could  have 

should  of — should  have 

would  of — -would  have 

had  of — had 

had  have — had 

he  don't — he  doesn't 

she  don't — she  doesn't 


left  go — let  go 

leave  go — let  go 

this  here — this 

these  here — these 

that  there — that 

those  there — those 

them  there — those 

you  was — you  were 

haven't  no — haven't  any 

ain't  no — isn't  any 

have  went — have  gone 

have  saw — have  seen 

have  did — have  done 

have  rode — have  ridden 

.   ,  (  haven't  any 

ain  t  got —  <  ,        ., 

*■  \  hasnt   any 


Correct  the  errors,  using  the  proper  language  form. 
Lesson  1,  under  Words  in  Pairs : 


For  method  see 


for  to 

1.  The  barometer  is  used  for  to  get  the  pressure  of  the  air. 

2.  The  Capitol  Building  is  used  for  to  make  laws. 

3.  Natural  gas  is  used  for  to  cook  with. 

4.  They  came  to  North  America  hunting  a  place  for  to  worship  God  in  their  own  way. 

5.  It  was  time  for  to  go  to  bed. 

6.  It  is  now  ready  for  to  be  sent  to  the  factory. 

7.  They  made  the  boat  ready  for  to  sail  that  day. 

8.  They  use  the  vanilla  bean  for  to  make  vanilla. 

9.  The  Legislature  is  for  to  make  laws. 


use  to 

1.  We  use  to  play  in  the  street  every  night. 

2.  We  use  to  leave  school  every  afternoon  at  three  o'clock. 

3.  Miss  Smith  use  to  live  in  San  Francisco. 

4.  The  Indians  use  to  be  the  only  people  living  in  America. 

5.  Theodore  Roosevelt  use  to  be  the  President  of  the  United  States. 

6.  Rome  use  to  be  a  great  city. 

7.  We  use  to  go  to  the  beach  every  Saturday. 

off  of 

1.  As  soon  as  I  got  off  of  the  horse,  I  went  to  bed. 

2.  After  gathering  together  our  books  and  bundles  we  got  off  of  the  car. 

3.  They  took  us  into  a  little  room  just  off  of  the  main  hall. 

4.  We  got  off  of  the  car. 

5.  The  baby  fell  off  of  the  porch. 

6.  The  boy  rode  off  of  the  cliff. 

7.  The  boy  who  stepped  off  of  the  moving  car  was  killed. 

8.  Many  oranges  dropped  off  of  the  trees  during  the  storm. 

9.  The  sick  woman  jumped  off  of  the  ferry-boat  to  end  her  troubles. 

10.  He  tore  a  piece  of  paper  off  of  the  wall. 

11.  He  knew  that  he  might  be  hurt  if  he  jumped  off  of  the  running  horse. 

12.  The  girl  fell  off  of  the  tree  by  the  house. 


8— BUL.  9 


(107) 


may  of       must  of       could  of       had  of 

1.  1  would  of  gone  if  I  could  of  got  off. 

2.  He  may  of  gone  to  town. 

8.  If  I  had  of  known  it,  I  wouldn't  of  gone  there. 

4.  The  lesson  might  of  been  learned,  if  I  hadn't  of  been  sick. 

5.  The  boy  wouldn't  of  cried,  if  he  had  of  been  brave. 
G.  I  must  of  been  there  at  one  time. 

7.   Would  you  of  gone,  if  you  had  of  been  well? 

ought 
Statement:   Had  is  never  used  with  ought.     Ought   to   of  is  wrong. 
Should  have  is  right. 
Correct : 

1.  He  ought  to  of  gone. 

2.  Henry  ought  to  of  gone  to  bed  earlier  last  night. 

3.  You  hadn't  ought  to  of  done  it. 

4.  Clara  ought  to  of  thought  more  quickly. 

5.  The  train  hadn't  ought  to  stop  so  suddenly. 

6.  Hadn't  he  ought  to  go? 

7.  I  had  ought  to  know  better. 

8.  You  ought  not  to  of  laughed  so  much. 

9.  The  children  ought  to  of  left  the  car  at  Main  street. 
10.  Hadn't  you  ought  to  of  gone  to  Los  Angeles  to-day? 

Double  Subject. 

Statement:  They  is  unnecessary. 

1.  These  dogs  they  watch  the  sheep. 

2.  Columbus  after  eighteen  years  he  succeeded  in  getting  what  he  wanted. 

3.  Some  little  boys  they  caught  a  rabbit. 

4.  Rose  Red  she  was  a  good  little  girl. 

5.  The  next  day  the  boy  he  ran  away  from  home. 

0.  My  mother  she  puts  the  bread  away  over  night  to  get  light. 

7.  My  sister  she  doesn't  like  to  ride  on  the  water. 

8.  The  fox  he  jumped  as  high  as  he  could. 

9.  The  pigmies  they  are  as  little  as  we  are. 

Miscellaneous  Sentences  for  Correction. 

1.  No,  he  don't  ever  do  that. 

2.  Leave  go  the  rope. 

3.  Why  have  you  left  go  of  him? 

4.  That  there  house  isn't  very  pretty. 

5.  My  father  don't  ever  whip  me. 

6.  Don't  your  mother  ever  take  you  to  parties? 

7.  I  ain't  got  your  old  hat. 

S.  These  here  shoes  always  hurt  me. 

9.  You  come  to  this  here  place  right  away. 

10.  I  won't  leave  go  of  your  hair. 

11.  I  haven't  no  time  now. 

12.  There  ain't  no  apples  left. 

13.  Why  don't  he  come  home? 

14.  You  leave  go  of  my  hair. 
1.5.  Don't  she  talk  to  you  now? 

16.  Those  there  strawberries  taste  fine. 

17.  My  teacher  don't  call  on  me  very  often. 

18.  I  know  that  them  there  oranges  are  sour. 

19.  I  haven't  no  pencil,  teacher. 

20.  Mama,  he  won't  leave  go  of  my  hand. 

21.  Sav.  I  want   this  here  apple. 

(108) 


21.'.  Don't   tliis   hero  cuko  look   I'uk'V 

liy.  I  ain't  no  baby,  eithor. 

124.  Teacher,  he  left  go  of  uiy  paijer. 

25.  These  here  cakes  are  awfully  Rood. 

20.  I  held  a  hold  my  mother's  hand. 

27.  Lots  of  the  boys  laughed. 

28.  She  called  to  my  house. 

29.  It  didn't  take  me  long  to  go  my  errands. 

30.  We  took  the  car  and  I  and  my  brother  went  home. 

31.  The  next  morning  her  brother  and  her  went  out  again. 

32.  Along  the  edge  of  the  Indians'  clothes  they  have  fringes. 

33.  On  their  heads  they  have  large  feathers. 

34.  Outside  of  the  log  cabin  it  had  chairs  made  of  logs. 

35.  The  name  of  the  play  it  is  the  I'rincc  Chap. 

*Review. 

This  dictation  contains  contractions,  proper  names,  and  quotations.     If 

the  children  have  not  had  these  topics,  omit  until  some  future  time. 

"Aunt  Clara."  asked  Rob  one  day,  as  he  ran  into  the  house  almost  breathless,  "what 
bird  is  that  out  in  the  oak  tree?"  "That's  a  woodpecker."  was  the  reply.  "Haven't  you 
ever  seen  one  before?*'  "No."  answered  Rob.  "but  I've  been  watching  that  one  for 
some  time."  "Wouldn't  you  like  to  have  me  tell  you  something  about  woodpeckers?" 
asked  his  aunt.     "Yes.  if  you  aren't  too  busy."  replied  Rob. 

This  dictation  contains  dates,  quotations  and  pairs  of  words.  If  the 
children  have  not  had  these  topics,  omit  until  some  future  date. 

We  lived  in  a  college  town.  Every  one  knew  grandfather  and  knew.  too.  that  his 
birthday  was  the  twelfth  of  May.  "His  ninetieth  birthday  is  just  two  days  away.  Let's 
give  him  a  celebration,"  said  some  one. 

Preparations  were  made  and  on  the  appointed  day  a  very  jolly  crowd  assembled. 
(James  were  played  in  which  grandfather  took  part.  The  afternoon  passed  rapidly.  The 
ladies  served  refreshments.  Soon  all  left  for  their  homes,  wishing  that  grandfather 
might  live  to  have  many  birthdays. 

WORDS  IN  PAIRS. 

So  many  mistakes  are  made  with  words  that  are  pronounced  alike  but 
spelled  ditferently  that  these  beginning  lessons  are  given.  In  the  first  part 
of  this  Bulletin  the  common  homophones  are  used  over  and  over  again  in 
sentences  in  their  correct  meaning  with  no  attention  called  especially  to 
those  words.  In  fact  both  words  of  the  pair  are  omitted  at  first  from  the 
same  sentence,  and  as  far  as  possible  from  the  same  lesson.  To  illustrate : 
if  rode  were  used  in  a  sentence,  road  would  not  be  used  in  the  same  sentence 
and  not  even  in  the  same  lesson  until  it  had  been  given  many  times  and  the 
children  were  quite  familiar  with  both  forms. 

Inasmuch  as  the  children  would  have  to  go  over  all  the  sentences  in  the 
Bidletin  to  get  this  drill,  these  first  few  are  added  to  help  those  who  have 
not  had  the  primary  work.  These  homophones  are  used  over  and  over  again 
throughout  the  remainder  of  this  Bulletin. 

The  sentences  containing  the  review  of  the  work  done  in  the  Primary 
Grades  are  grouped  together.  If  the  children  have  not  done  the  earlier 
work  these  sentences  may  be  omitted  and  a  review  substituted  of  the  topics 
in  which  they  are  weak.  For  this  review,  methods  and  sentences  will  be 
found  in  the  first  part  of  the  Bulletin  devoted  to  the  work  of  the  first  four 
grades.    After  this  review  give  the  sentences  for  Grammar  Grades. 


^Review  refers  to  the  primary  work.  (109) 


Lesson  I. 

Have  on  the  blackboard  the  following  sentences : 

1.  I  put  two  peaches  into  the  box. 

2.  She  has  two  apples. 

3.  Mary  has  two  pens.  * 

4.  John  missed  two  words. 

5.  Have  you  two  pieces  of  chalk? 

6.  He  rode  two  miles. 

7.  Did  you  receive  two  dollars  for  your  work? 

8.  This  makes  two  times  that  it  has  occuri'ed. 

9.  He  wrote  two  lines  very  straight. 

10.  I  need  two  more  marbles  for  my  collection. 

Say  to  the  children,  Tivo  means  a  number.  Therefore  two  is  si)elled 
t — w—o.  Read  the  next  sentence.  Tell  the  same  story.  After  three  or  four 
sentences  have  been  given  show  the  children  how  to  write  the  sentence  and 
statement.  (Leave  a  paragraph  margin  about  one  inch  wide.  When  the 
work  is  finished  it  should  look  like  this.) 

1.  I  put  two  peaches  into  the  box. 

Two  means  a  number.    Therefore  two  is  spelled  t — w — o. 

2.  I  need  two  more  marbles  for  my  collection. 

Two  means  a  number.    Therefore  two  is  spelled  t — w — o. 


Lesson  II. 

Do  Lesson  II  in  the  same  way.  The  statement  this  time  is  too  means 
more  than.    Therefore,  too  is  spelled  t — o — o. 

1.  The  boy  ran  too  fast. 

2.  The  day  was  too  warm  for  comfort. 

3.  The  road  was  too  crooked  for  a  race. 

4.  This  seat  is  too  low  for  my  niece. 

5.  The  boys  are  too  far  away. 

6.  She  is  too  ill. 

Too  means  also.    Therefore,  too  is  spelled  t — o — o. 

7.  They  will  go,  too. 

8.  Will  you  go,  too? 

9.  This  seat  is  too  high,  too. 
10.  His  coat  was  torn,  too. 

Lesson  III. 

This  lesson  may  be  a  combination  of  Lessons  I  and  II.  Have  a  few 
minutes  for  oral  work,  but  the  greater  part  of  the  time  should  be  spent  in 
writing.  We  can  make  no  error  in  saying  two,  but  we  can  make  mistakes 
in  writing.  Spend  as  much  time  as  possible  dictating  sentences  to  the 
children  at  the  board. 

1.  He  walked  two  miles. 

2.  She  is  too  far  behind  in  the  race. 

3.  Your  book  is  there,  too. 

4.  May  would  have  gone,  too,  but  she  was  too  sick. 

(110) 


5.  Two  girls  may  so  with  me. 

6.  She  walked  too  slowly. 

7.  Where  are  the  two  boys  going? 

8.  The  two  hats  were  too  small  for  the  children. 

9.  There  is  not  enough  for  you  and  me,  too. 
10.  Two  books  are  too  many  for  one  day. 


Lesson  IV. 

Write  these  sentences  on  the  board.  Point  out  to  the  children  the  fact 
that  the  to  in  the  sentence  does  not  refer  to  number,  does  not  mean  also, 
or  more  than.  Therefore  to  is  spelled  t — o.  We  might  explain  to  the 
children  that  to  is  the  sign  of  the  infinitive  or  a  preposition,  but  it  would 
take  much  longer  than  to  learn  to  use  the  rather  cumbersome  statement: 
To  does  not  mean  number,  also,  or  more  than.    Therefore,  to  is  spelled  t—o. 

1.  John  went  to  the  park. 

2.  Do  you  go  to  the  circus? 

3.  I  went  to  town  yesterday. 

4.  He  tried  to  make  a  boat.  • 

5.  They  would  like  to  play  with  you. 

6.  When  are  you  coming  to  see  me? 

7.  The  children  went  to  the  park  to  play. 

8.  I  like  to  put  my  clothes  carefully  away. 

9.  Did  John  come  to  school  to-day? 
10.  He  went  to  the  country  to  rest. 


Lesson  V. 

The  statement  is  to  be  used  only  until  the  children  understand  how  to 
use  the  correct  words.  After  this  has  been  accomplished,  drill  and  drill 
only  is  needed  to  fix  it,  then  much  review  to  keep  it  from  being  forgotten. 
The  best  drill  is  dictation  at  the  board  with  the  teacher's  eye  on  the  work. 
The  statement  need  not  be  called  for  unless  a  child  makes  a  mistake.  For 
paper  work,  filling  in  blanks  is  a  good  exercise.  The  only  other  one  is 
making  up  sentences.  The  work  should  be  corrected  every  day  by  the 
teacher,  who  indicates  by  a  line  in  the  margin  that  a  mistake  in  the  use  of 
two,  too,  to  has  been  made.  The  child  should  then  give  the  rule  and  rewrite 
the  sentence. 

The  following  sentences  may  be  used  for  dictation  and  filling  in  blanks : 

1.  The  girls  came  see  me  last  night. 

2.  I  went  the  party  . 

3.  The  boy  missed  words. 

4.  The  boys  were  noisy. 

5.  The  work  was easy. 

6.  miles  are  many  walk  at  one  time. 

7.  The  boys  ate •  much  candy  on  the  way  the  city. 

8.  It  is  windy  go  out. 

9.  Will  you  take  the  children  the  park  ? 

10.  The  boys  were  late catch  the  train. 

11.  The  man  gave  many  apples  the  boy. 

12.  Are  you  going  climb  — the  top  of  those  trees  ? 


13.  The  boys  lost  their tickets  when  they  went  the  country. 

(Ill) 


There — their. 

Statement  :  There  means  in  that  place.  Therefore  there  is  spelled 
t — h — e — r — c . 

1.  The  pen  is  there  on  the  desk. 

2.  I'ut  the  book  there. 

3.  The  books  are  there  on  the  table. 

4.  There  is  your  hat. 

5.  Did  they  put  the  hats  there? 

6.  Mary  went  there,  too. 

7.  Leave  the  paper  there  on  the  desk. 

8.  Did  they  arrive  there  too  late? 

9.  I  am  going  there  to-night. 

10.  There  is  the  place  to  put  the  maps. 

11.  I  saw  two  people  over  there. 

Statement:  There  is  used  with  is,  are,  was,  were,  will  be,  shonld  he, 
should  have  been,  etc.  Therefore,  there  is  spelled  t — h — e — r — e.  Do  not 
have  the  children  enumerate  the  various  forms  of  the  verb  he  every  time, 
but  give  just  the  form  used  in  the  sentence.  Drill  on  the  difference  between 
the  use  of  there  in  such  a  sentence  as  No.  4,  and  No.  1  below.  In  one  case 
there  means  in  that  place,  in  the  other  there  is  used  with  is. 

1.  There  is  a  pen  on  the  table. 

2.  There  were  many  people  disappointed  when  it  rained. 

3.  There  was  a  party  to-night  at  the  church. 

4.  There  will  be  a  holiday  to-morrow. 

5.  There  have  been  many  presidents  of  the  United  States. 

6.  There  should  be  more  attention  given  to  writing  well. 

7.  There  are  two  children  sitting  over  there. 

8.  There  were  too  many  at  the  board  to  write  well. 

9.  He  sings  there  too  often  to  be  afraid. 

10.  There  shall  be  many  called,  but  few  chosen. 

Fill  in  blanks : 

1.  is  a  book  on  the  table. 

.     2.  are  four  children  in  the  room. 

3.  My  coat  is  . 

4. is  a  ball too. 

5.  will  be  more  rain  soon. 

6.  They  arrived  before  we  did. 

7.  Over on  the  table,  is  a  vase  filled  with  roses. 

8.  They  are  living  now. 

9.  was  a  book  over  yesterday. 

10.  I  left  the  pens  . 

Statement:  Whose  books?  Their  books.  Therefore,  their  is  spelled 
t — h — e — / — r. 

1.  Their  books  are  in  their  desks. 

2.  They  went  to  visit  their  sister. 
■3.  Their  father  went  to  the  city. 

4.  Their  lunches  are  in  their  baskets. 

5.  Did  you  tell  their  mothers  about  it? 

6.  Their  hats  are  on  their  desks. 

7.  They  have  many  things  in  their  boxes. 

8.  Where  are  their  parents  sending  them  to  school? 

9.  Two  frogs  turned  their  eyes  toward  the  cool  water. 

10.  The  girls  thought  that  they  knew  their  lessons. 

(112) 


Fill  in  blanks : 

1.  toys  aiv  on  the  tnlili'. 

2.  dresses  are  toru. 

3.  Why  did  they  leave  books  liereV 

4.  shoes  were  worn  out. 

o. hats  were  on  the  hooks. 

G.  Mary  and  Edith  are  playing  with 

7.  Put  pens  on  — desks. 

8.  May  I  put hats  in  


9.  They  lost  books  in  the  fire. 

10.  books  are  in  desks. 

Their,  there.     Fill  in  blanks: 
1.  They  left  hats  over  , 


2.  will  be  a  company  of  soldiers . 

3.  Why  did  you  put  coats  and hats  over ? 

4.  If  they  had  known   that lives  were   in  danger   they   would   not   have  gone 


books  and  •  pens  should  be  

shouldn't  be  any  marks  in  books. 

names  were  written  . 


8.  are  books. 

9.  is  my  sister  on  porch? 

10.  Do  many  of  friends  live  


Review. 

to,  two,  too,  their,  there. 
Sentences  for  dictation  or  to  fill  in  ])lanks : 

1.  Which  of  their  two  drawings  do  you  choose? 

2.  I  put  two  of  their  books  there  last  night. 

3.  There  was  a  pen  on  the  table,  too. 

4.  Two  children  went  there  to  see  her  on  their  way  to  school. 

5.  Would  you  like  to  read  their  letters,  too,  John? 

6.  Are  there  not  two  too  many  there  to  do  their  work  well? 

7.  A  boy  is  never  too  old  to  learn. 

8.  May  I  hang  their  hats  there,  too? 

9.  In  the  sun  their  steel  armor  shone  too  brightly  to  look  at. 

10.  They  two  boys  have  grown  too  large  for  their  pony  cart. 

11.  It  takes  two  to  make  a  pair. 

12.  There  should  be  two  pears  for  each  child. 

13.  The  two  boys  are  going  there  to  fish  with  their  grandfather. 

14.  Can  you  go,  too? 

15.  These  two  desks  seem  too  high  to  be  used. 

16.  Do  you  live  two  blocks  from  there,  too? 

17.  There  have  been  two  pupils  from  this  class  who  have  received  a  medal 

18.  We  ran  two  blocks  to  get  there  before  it  was  too  late. 

19.  We  are  going  to  the  mountains  to  visit  two  friends  living  there. 

20.  I,  too.  shall  be  at  the  gate  to  meet  her. 

21.  Their  captains  guided  the  two  ships  through  the  dangerous  strait. 

22.  Are  their  hats  in  our  room,  too? 

23.  Their  father  went  to  the  city  to  buy  two  horses. 

24.  Are  you  going  to  take  your  two  brothers  to  the  game,  too? 

25.  Two  times  two  are  four. 

26.  Is  it  too  late  to  tell  the  story  to-night? 

(113) 


To  introduce  no,  by,  sum. 

Statement  :  No  denies.    Therefore,  no  is  spelled  w — o. 

By  means  near.    Therefore,  by  is  spelled  b — y. 

Sum  refers  to  amount.    Therefore,  sum  is  spelled  s — u — m. 

1.  No,  she  did  not  go  there. 

2.  The  house  is  by  the  road. 

3.  The  sum  of  two  and  two  is  four. 

4.  Their  books  did  not  cost  a  large  sum. 

5.  No,  the  boys  did  not  find  the  right  sum. 

6.  There  is  a  mill  by  the  stream. 

7.  No,  you  can  not  go  to  the  city  to-day. 

8.  No  sum  is  large  enough  to  pay  for  honesty. 

9.  There  is  no  time  like  the  present  to  do  your  task. 

10.  She  likes  to  stand  by  the  blacksmith  while  he  is  working. 

To  introduce  know,  buy,  some. 

Statement:   Know   refers   to  knowledge.      Therefore,   know   is  spelled 
k — n — 0 — w. 

Buy  means  to  purchase.    Therefore,  buy  is  spelled  b — u — y. 
Some  means  more  or  less.    Therefore,  some  is  spelled  s — o — m — e. 

1.  I  know  where  to  go. 

2.  He  will  buy  some  candy  to-day. 

3.  Do  you  know  your  lesson,  too? 

4.  If  you  lose  your  book  you  must  buy  another  one. 

5.  Some  leaves  fell  on  the  sidewalk  Tuesday. 

6.  If  you  do  not  know  what  to  do  the  teacher  will  tell  you. 

7.  The  two  boys  knew  their  lessons  better  than  the  girls. 

8.  Shall  I  buy  some  flowers  for  you  to  carry  to  the  sick  girl? 

9.  He  didn't  know  which  way  to  go. 

10.   I  do  not  know  that  I  can  buy  the  book. 

knoiv — no— now 
by — buy  some — sum 

1.  In  olden  times  very  few  people  knew  how  to  read. 

2.  Then,  too,  there  were  no  good  teachers. 

3.  Has  some  one  gone  to  buy  a  new  grate  for  their  steel  range? 

4.  No,  I  do  not  know  who  passed  by  there  just  now. 

5.  Their  house  was  destroyed  by  fire  when  no  one  was  there. 

6.  The  squirrels  seem  to  know  that  the  wet  season  is  now  here. 

7.  No,  there  is  no  need  of  their  going  to  too  much  trouble  for  the  two  children. 

8.  The  fox  told  them  to  go  away  from  there  or  he  would  eat  them  and  their  cheese, 

too. 

9.  They  ran  down  the  road  too  much  afraid  to  complain  of  their  troubles. 

10.  Do  the  two  boys  know  their  lessons  now? 

11.  No,  they  were  too  tired  to  learn  them. 

12.  John  went  to  the  store  to  buy  two  dozen  eggs  and  some  oranges,  too. 

13.  We  shall  know  the  sum  of  their  report  by  to-morrow. 

14.  Some  of  the  children  could  not  get  the  sum  of  their  columns. 

15.  Did  you  know  that  some  of  those  silks  have  been  brought  from  India? 

To  introduce  hear,  peace,  deer. 

Statement:  Hear  refers  to  hearing  with  the  ears.     Therefore,  hear  is 
spelled  h — e — a — r. 

Peace  means  quiet.    Therefore,  peace  is  spelled  p — e — a — c — e. 
Deer  is  an  animal.    Therefore,  deer  is  spelled  d — e — e — r. 

1.  Did  you  hear  the  two  boys  sing  yesterday? 

2.  They  will  buy  two  deer  for  the  park  to-morrow. 

3.  I  do  not  know  how  soon  there  will  be  peace  in  Turkey. 

(114) 


4.  They  will  hoar  some  news  from  home  Wednesday. 

5.  He  will  hear  the  sum  of  the  whole  matter  very  soon. 

G.  Christmas  is   the  time  of  peace  on  earth  and  good  will   toward  men. 

7.  The  deer  was  feeding  by  the  pond. 

8.  Shall  we  hear  about  their  adventures? 

9.  They  passed  by  the  house  where  the  peace  conference  was  being  held. 

To  introduce  here,  piece,  dear. 

Statement  :  Here  means  in  this  place.  Therefore,  here  is  spelled 
h — e — r — e. 

Piece  means  a  part.    Therefore,  piece  is  spelled  p — i — e — c — e. 

Dear  means  beloved.  Therefore,  dear  is  spelled  d — e — a — r.  Dear  means 
costly.    Therefore,  dear  is  spelled  d — e — a — r, 

1.  Here  is  your  piece  of  pie. 

2.  The  house  by  the  hill  is  very  dear. 

3.  Do  you  know  the  man  who  lives  here? 

4.  There  are  some  books  that  you  should  buy  at  once. 

5.  We  know  that  we  shall  stay  here  until  to-morrow. 

6.  Strawberries  are  too  dear  to  buy  at  this  season  of  the  year. 

7.  Their  dolls  were  broken  into  many  pieces. 

8.  Some  people  there  are  who  know  that  wrong  doing  is  dear  at  any  price. 

9.  It  was  very  difficult  to  understand  when  two  people  were  here  talking  at  once. 
10.  She  did  not  know  what  to  say  to  the  dear  little  child. 

here — hear 
piece — peace  dear — deer 


Review. 

1.  Will  their  father  buy  that  piece  of  property  for  a  deer  park? 

2.  The   two   countries,   after   hearing   the   reports   of   their   generals,    were   only   too 

willing  to  declare  peace. 

3.  John  and  Frank  were  here  with  their  mother  before  they  went  to  hear  the  debate. 

4.  Here  where  the  capitol  is  now  standing  a  great  battle  was  fought. 

5.  A  herd  of  deer  passed  by  here  two  months  ago. 

6.  The  dear  little  fellow  was  too  frightened  to  know  what  their  mother  was  saying 

to  him. 

7.  I  know  that  that  piece  of  material  is  too  dear  to  buy  for  their  dresses. 

8.  No  one  knew  that  peace  had  been  declared  until  the  bell  rang  out  the  glad  news. 

9.  Do  you  not  think  that  some  of  the  pieces  are  too  large  for  that  quilt? 

10.  I  shall  buy  some  deer  meat  while  you  are  here  so  that  you  may  know  what  it  is  like. 

11.  Now  we  shall  hear  some  music  by  the  great  composers. 

12.  He  passed  by  here  with  some  lumber  in  his  wagon  a  short  time  ago. 

to — two — too      their— there      hear — here      peace — piece      deer — dear 


Review  of  Primary  Text.     {See  pages  102  and  103.) 

1.  Those  two  boys  went  to  Berkeley  on  the  2  p.  m.  boat  to  hear  the  concert. 

2.  "That  piece  of  land  is  too  dear  for  their  father  to  buy,"  said  Mr.  Jones. 

3.  They  took  their  cousins  to  see  the  deer  in  Golden  Gate  Park. 

4.  Their  mother  gave  the  two  boys  a  piece  of  pie. 

5.  The  treaty  of  peace  was  signed  here  Wednesday,  August  3. 

6.  "Did  you  hear  the  firecrackers  Fourth  of  July?"  asked  Miss  Smith. 

7.  There  was  a  celebration  here  Admission  Day. 

8.  There  are  many  deer  in  California. 

9.  "There  is  a  dear  little  boy  over  there,"  said  Mrs.  Smith. 

10.  Did  you  hear  that  their  friends  had  come  to  San  Francisco? 

(115) 


To  introduce  meat,  hour,  week,  road. 

Statement:  Meat  is  a  food.    Therefore,  meat  is  spelled  m — e — a — t. 
Hour  refers  to  the  time  of  day.    Therefore,  hour  is  spelled  li—o — u — r. 
Week    refers    to    a    part    of    the    month.      Therefore,    week    is    spelled 
w — e — e — k. 

Road  means  a  path.    Therefore,  road  is  spelled  r — o — a — d. 

1.  Did  the  butcher  send  the  meat  for  dinner  V 

2.  The  boy  worked  an  hour  last  night. 

3.  There  will  be  vacation  next  week. 

4.  The  road  to  the  country  was  lined  with  beautiful  trees. 

5.  We  spent  many  hours  every  week  driving  along  the  pretty  road. 
G.  Some  people  eat  meat  only  three  times  a  week. 

7.  Meat  is  shipped  from  Chicago  all  over  the  world. 

8.  An  hour  a  day  is  not  too  much  to  spend  in  play. 

9.  It  is  cheaper  to  buy  milk  by  the  week  than  by  the  day. 
10.  They  lost  their  road  many  times  before  arriving  here. 

To  introduce  meet,  our,  weak,  rode. 

Statement:  Meet  means  to  come  together.     Therefore,  meet  is  spelled 
m — e — e — t.    Meet  means  to  join.    Therefore,  meet  is  spelled  m — e — e — t. 
Our  shows  ownership.     Therefore,  our  is  spelled  o — u — r. 
Weak  means  not  strong.    Therefore,  weak  is  spelled  w — e — a — k. 
Rode  refers  to  riding.    Therefore,  rode  is  spelled  r — o — d — e. 

1.  Shall  we  meet  you  at  our  house? 

2.  The  little  girl  was  too  weak  to  sit  up. 

3.  We  rode  by  a  house  where  some  grape  vines  were  growing. 

4.  No,  our  cities  in  America  are  not  like  yours. 

5.  There  are  many  who  do  not  know  that  our  richest  men  are  often  weak  when  they 

should  be  strong. 
C.  Two  deer  were  feeding  by  the  fence  when  we  rode  by. 

7.  Our  party  will  meet  you  at  the  park  long  road. 

8.  The  weak  child  rode  too  far. 

9.  The  weak  boy  rode  to  meet  us  at  our  house. 
10.  Did  our  carriage  meet  you  at  the  station? 


Review. 

meet — meat         our — are — liour         weak — week         rode — road 

1.  At  what  hour  are  our  men  to  be  there? 

2.  You  know  there  is  no  use  going  to  meet  them  at  this  hour. 

3.  Here  is  the  road  they  rode  over  a  week  ago  on  their  way  to  our  house. 

4.  The  two  men  had  been  in  their  cells  so  long  that  they  were  pale  and  weak  from 

their  long  confinement. 

5.  At  the  hour  of  two  our  men  knew  of  their  danger  by  the  light  hung  in  the  tower. 

6.  A  carriage  will  be  there  to  meet  our  party  and  take  us  driving  for  two  hours. 

7.  Are  you  not  afraid  that  our  horses  are  too  weak  and  tired  to  climb  that  mountain 

road  ? 

8.  During  the  last  war  some  of  our  soldiers  were  poisoned  by  the  meat  sent  to  them. 

9.  Last  week  two  men  were  here  and  wished  to  buy  that  piece  of  land. 

10.  Are  you  not  afraid  to  ride  along  that  dark  road  at  this  late  hour? 

11.  No,  for  some  one  will  be  there  to  meet  me. 

12.  A  week  has  passed  since  the  doctor  told  his  patient  that  he  could  have  no  meat. 

(IIC) 


Review. 

)ncat — meet  Jiuur — our  week — weak  rode — road 

no—knoic  by — buy  sum — :iome 

1.  We  saw  two  deer  on  tho  road  last  Saturday  as  wo  rode  along. 

2.  Some  of  our  friends  will  meet  us  at  the  Cliff  House  Labor  Day. 

3.  "Meat  is  good  for  weak  people,"  said  Dr.  Jones. 

4.  "I  know  that  sum  of  money  will  buy  that  piece  of  property."  said  .Mr.  lilack. 
r».  Did  you  know  that  our  cousins  have  gone  to  Alameda  to  live? 

(i.  Last  week  May  and  Jane  rode  to  the  station  to  meet  their  cousin  from  New  York 
City. 

7.  Last  Decoration  Day  some  hoys  and  girls  went  on  a  picnic  to  the  Cliff  House. 

8.  A  few  weeks  ago  we  sent  our  box  of  Christmas  jn-esents  to  Boston.  Massachusetts. 

0.  There  is  much  meat  sent  from  Chicago,  111.,  to  England  every  week. 
10,   "I'm  going  to  buy  a  piece  of  meat  for  my  dog."  said  Miss  Smith. 

To  introduce  then — than. 

Certain  words  are  as  often  confused  through  incorrect  pronunciation  as 
through  similarity  in  appearance.  Such  words  are  than  and  then,  our  and 
are.  If  many  mistakes  occur,  use  these  sentences  for  drill;  if  not,  omit 
these  lessons. 

Statement:  T}ia}i  is  used  when  comparing.     Then  refers  to  time. 

1.  He  is  taller  than  his  brother. 

2.  He  would  rather  go  than  stay. 

3.  He  would  not  do  it  then. 

4.  The  boy  would  rather  study  than  stay  after  school. 

5.  Then  he  started  for  school. 

6.  There  was  no  time  then  to  do  it. 

7.  The  carpenters  stopped  their  work  rather  than  use  poor  lumber. 
S.  I  was  larger  than  you  then. 

9.  The  nest  of  the  eagle  is  larger  than  that  of  the  hawk. 

10.  The  sum  she  received  was  greater  than  that  her  brother  received. 

11.  If  I  were  you  I  would  not  go  then. 

12.  I  would  rather  walk  than  ride. 

13.  Then  you  may  go. 

14.  I  wish  you  had  been  with  us  then. 

15.  The  bay  extends  farther  north  than  south. 

Our — are. 

Our  is  seldom  incorrectly  used  for  are,  but  the  children  often  say  and 
write,  Here  is  are  book. 

Put  up  on  the  board  several  sentences  with  our  correctly  used.  Have  the 
sentences  read  and  our  distinctly  pronounced.  Use  this  form:  Whose 
books?     Our  books.     Therefore,  our  is  spelled  o — u — r. 

1.  Our  books  were  lost. 

2.  Where  are  our  hats? 

3.  We  put  our  baskets  upon  the  shelf. 

4.  Our  state  is  a  very  large  one. 

5.  Did  you  know  that  our  school  will  close  the  fourth  of  June? 

6.  Our  lessons  are  very  difficult  this  year. 

7.  Our  school  is  on  Buchanan  street. 

8.^  We  two  girls  will  carry  our  lunch  together. 
9.  Are  our  parents  invited,  too? 

10.  There  are  some  new  desks  for  our  school. 

11.  No,  we  do  not  know  our  lessons. 

12.  We  sailed  our  new  boat  for  the  first  time  to-day. 

(117) 


Fill  in  blanks: 

1.  We  came  home  then  because  school  closed. 

2.  flag  has  a  star  for  every  state. 

3.  Did  you  see  new  hats? 

4.  there  many  cherries  on trees  this  year? 

5.  There  few  good  roads  in  •  county. 

For  study  and  dictation : 

Once  a  wolf  was  walking  along  a  road  when  he  came  to  a  forest.  There  he  met  two 
foxes.  He  tried  to  catch  them,  but  succeeded  in  catching  only  one,  as  the  other  was 
too  quick  for  him.  The  wolf  said  to  the  fox,  "Get  me  something  to  eat."  The  fox  said, 
"I  know  a  place  where  I  can  get  some  ducks,  but  it  is  too  far  from  here."  "No,  it  is 
not  too  far,"  answered  the  wolf.     "Take  me  to  it."     So  they  went  to  the  barnyard. 

There  the  fox  caught  many  ducks,  but  the  hungry  wolf  wanted  more.  The  fox  tried 
again,  but  the  ducks  made  too  much  noise  and  woke  the  farmer.  He  came  out  so  quietly 
that  the  wolf  and  the  fox  did  not  hear  him.  Both  were  caught  and  kept  prisoners  to 
teach  other  animals  not  to  steal  ducks. 


There  was  once  a  poor  woman  who  lived  all  alone  in  a  hut  with  her  two  children. 
Their  names  were  Snow  White  and  Rose  Red.  They  liked  the  flowers  on  two  rose  bushes 
that  grew  by  the  door.  Rose  Red  liked  to  play  by  the  brook.  Snow  White  liked  to  help 
her  mother  keep  house  or  read  to  her  when  she  was  not  too  busy. 

When  the  children  went  out  together  they  walked  hand-in-hand.  Both  loved  to  hear 
the  birds  sing  and  to  see  the  green  fields.  They  liked  to  run  here  and  there  picking 
flowers  to  carry  home  to  their  mother. 

Sometimes  when  they  wandered  too  far  away  they  would  spend  the  night  in  the 
forest.  One  morning  when  they  awoke,  they  saw  a  beautiful  child  sitting  by  their  bed. 
She  smiled  at  them  and  then  disappeared.  The  mother  said  that  the  child  was  their 
good  angel  watching  there  while  they  slept. 


Once  upon  a  time  there  were  two  boys  named  John  and  Henry  Stevens.  They  went 
to  a  country  school  where  there  were  few  pupils.  The  two  boys  lived  too  far  from 
school  to  walk.  Every  morning  John  would  saddle  the  two  horses  and  they  would  ride 
to  school. 

One  day  the  teacher  asked  for  their  library  books.  John  replied,  "I  left  two  of  my 
books  at  home.  They  were  too  heavy  to  carry."  So  they  had  no  new  books  for  two 
weeks. 

There  were  many  tasks  for  the  boys  in  summer.  They  went  out  into  the  fields  with 
their  sheep.  There  was  fruit  to  be  picked  and  prepared  for  market,  too.  There  were  the 
cows  to  be  milked  two  times  a  day,  and  the  cream  to  be  sent  to  the  creamery.  Their  time 
was  filled  every  day. 


There  was  once  a  thirsty  crow.  He  saw  a  pitcher  of  water  on  a  table.  There  he 
flew,  but  the  water  was  too  low  for  him.  He  tried  to  think  of  something  to  do  to  reach 
the  water.  There  were  some  pebbles  lying  on  the  ground  near  by.  He  carried  them  to 
the  pitcher  and  dropped  them  in  one  by  one.  Soon  the  water  reached  the  top  and  the 
thirsty  crow  drank  it. 

The  Circus. 

Mary  and  her  mother  went  to  see  the  circus.  On  reaching  there,  they  went  first  to 
see  the  animals.  They  entered  through  a  small  tent  and  walked  quickly  through  to  a 
larger  one.  Here  they  saw  two  elephants  which  held  up  their  trunks  and  took  some 
peanuts  from  Mary.     She  fed  the  little  elephants  with  peanuts,  too. 

After  their  visit  to  the  animal  tent,  Mary  and  her  mother  went  into  the  large  circus 
tent.      There   they   saw   a   great   many   wonderful   sights.      There   were   two   large   rings 

(118) 


where  the  aiiiiuals  caiiu'  to  iierform  their  tricks.  There  were  trained  dofjs,  pi^s,  and 
horses.  Soou  the  two  elephants  came  in.  All  the  children  clapiied  llicir  hand.s  when 
they  saw  them. 

While  Mary  was  listening  to  the  music,  she  saw  two  of  her  little  friends  with  their 
mother.     They  were  too  far  away  to  speak,  but  they  smiled  when  they  saw  Mary. 

When  the  circus  was  over,  Mary  went  with  her  friends  to  dinner.  Her  mother  walked 
with  them.     That  night  the  children  dreamed  of  dogs,  and  hoi-ses,  and  elephants,  too. 


Review. 

This  dictation  contains  capitals  for  proper  names,  titles  and  names  of 
places,  possessives  and  quotations.  If  the  children  have  not  had  these  topics, 
omit  until  some  future  time. 

Mr.  Green  and  Mr.  Bai-nes  had  both  graduated  from  the  Military  Academy  at  West 
Point.     They  were  now  officers  in  the  United  States  Army. 

When  war  was  declared  with  Spain  the  two  officers  were  called  to  the  captain's  tent. 
"I'm  in  need  of  two  men  to  carry  messages  through  a  dangerous  country,"  said  Captain 
Pierce.     Both  answered  i-espectfully,  "All  right,  captain,  we  are  ready  to  go." 

This  dictation  contains  capital  letters  for  titles  and  proper  adjectives, 
possessives,  quotations  and  pairs  of  words  as  covered  in  the  Primary  Grades. 
If  the  children  have  not  had  these  topics,  omit  until  page  128  is  reached. 

Once  the  Danes  drove  King  Alfred  from  his  kingdom.  He  lay  hidden  for  a  long  time 
on  a  little  island  in  a  river. 

There  were  not  many  people  on  the  island.  All  except  the  king  and  queen  and  one 
servant  went  out  to  fish.  No  one  could  get  to  this  lonely  place  except  by  a  boat.  About 
noon  a  ragged  beggar  came  to  the  king's  door  and  asked  for  food. 

The  king  called  the  servant  and  asked,  "How  much  food  have  we  in  the  house?"  The 
servant  replied,  "We  have  only  one  loaf  and  a  little  wine."  Then  the  king  gave  thanks 
to  God  and  said,  "Give  half  of  the  loaf  and  half  of  the  wine  to  this  poor  man." 

In  the  afternoon  the  fishermen  came  back.  Their  three  boats  were  full  of  fish. 
They  said,  "We  have  caught  more  fish  to-day  than  in  all  the  other  days  we  have  been 
on  the  island." — Rewritten  from  Fifty  Famous  Stories  by  Baldicin. 

This  dictation  contains  capitals  for  proper  names,  names  of  places,  and 
days  of  the  week,  possessives,  dates,  time  of  day,  and  quotations.  If  the 
children  have  not  had  these  topics  in  the  Primary  Grades,  omit  until  some 
future  time. 

Ethel  and  Mary's  father  took  them  with  him  on  a  trip  to  the  northern  part  of  Africa. 
They  left  New  York  City  Monday,  March  3,  1909,  at  7.30  p.  m.  From  northern  Africa 
they  went  to  eastern  Asia.  While  in  India,  Ethel  wrote  a  letter  to  her  mother  saying, 
"I  like  the  Orient  very  much." 

This  dictation  contains  capitals  for  proper  names,  places,  and  events, 
possessives,  quotations,  and  dates.  If  the  children  have  not  had  these 
topics,  omit  until  some  future  time. 

"Uncle  Harry,  haven't  you  a  story  for  us?"  asked  Frank  one  winter's  evening. 
"About  what?"  asked  Uncle  Harry,  as  he  poked  the  fire. 
"Anything  you  like,"  was  the  eager  reply. 
"Would  the  Boston  Tea  Party  do?"  asked  Uncle  Harry. 
"Yes.  yes,"  said  both  boys  together. 

Uncle  Harry  then  told  the  boys  about  the  exciting  times  in  Boston  over  the  tea  which 
England  sent  there  in  1773. 

(119) 


CAPITALS. 

One  of  the  hardest  subjects  for  the  ehiklrcii  lo  nuistci-  is  tluil  of  cjipiljili/.a- 
tion.  The  fact  is  that  in  the  last  decade  there  has  been  a  decided  change 
in  this  matter.  The  present  tendency  is  decidedly  away  from  a  free  use  of 
cai)ital  Icltci's.  When  in  doiil)!.  use  a  small  letter,  is  now  a  fiood  rule  to 
follow. 

^riie  old  rule  <4iven  lo  children  was  lo  begin  every  proper  noKii  with  a 
capital  letters,  but  there  was  no  definite  way  of  telling  whether  a  noun  was 
a  [)r'oper  one  or  not. 

Since  in  many  cases  tluire  is  no  lixed  rule  for  capitalization,  it  si^enis 
better  to  emphasize  those  definite  cases  in  which  there  can  be  no  doubt  and 
leav(!  the  High  Schools  to  delerniiiie  what  choice  shall  l)e  made  if  authori- 
ties differ. 

The  words  that  shall  he  capitalized  can  not  be  lumped  into  one  whole 
and  called  i)roper  nouns.  It  is  too  general  a  classification  for  children  of 
Grammar  School  age  to  grasp.  Enough  examples  of  each  individual  class 
that  is  in  common  use  must  be  given  to  teach  that  class,  then  another  may 
be  taken.  To  illustrate:  It  is  not  enough  to  say  capitalize  proper  nouns, 
then  give  one  sentence  under  holidays,  another  under  names  of  places, 
another  under  titles  of  compositions,  etc.,  and  then  expect  children  to 
capitalize  properly.  Instead,  enough  names  must  be  given  of  the  most 
common  holidays,  sections  of  the  country,  days  of  the  week,  months  of  the 
year,  world  known  events,  nationalities,  denominations,  political  parties, 
etc.,  to  make  th(!  writing  with  a  capital  of  that  particular  class  of  words  a 
habit. 

It  is  not  enough  to  teach  that-  certain  words  have  capitals.  The  fact  iinist 
also  be  taught  that  certain  woj-ds  do  not  have  capitals,  such  as  summer,  west, 
a  direction,  grammar,  etc. 

In  this  Bulletin  each  class  is  given  by  itself,  with  a  i-eview  of  all  that 
has  gone  before. 

The  statement  in  every  case  is  definite.  Republican  is  the  name  of  a 
political  party.  Therefore  Repul)lican  begins  with  a  capital.  General  is 
a  title,     '^rherelore  General  begins  with  a  capital. 


I. 

Review  the  spelling  of  the  names  of  the  days  of  the  week,  months  of  the 
year,  and  holidays  found  on  page  50  of  the  Bulletin.  Have  the  children 
write  these  names  in  lists  with  capital  letters. 

Review  the  sentences  in  the  ])riniary  work,  page  102. 

The  new  work  added  is  to  begin  with  a  capital  letter  the  shortened  name 
of  city,  bay,  park,  beach,  building,  etc.  I'ut  on  the  board  the  following 
sentences : 

Joliii  li\cs  in  ( );ikl;iii(l.  IIi'  crosses  the  \';\y  cNcry  il;i.\  lo  llic  ("ity,  l.iiidiiiK  :tt  llic 
Ferry,     lie  takes  the  Ellis  .street  car  to  the  Occiui.     This  i-ir  passes  tiie   \':\vk. 

In  this  paragraph  San  Francisco  Bay  is  clearly  intended  and  is  usually 
so  understood.     Therefore,  the  shortened  name  Ba\'  is  l)egun  with  a  capital 

(120) 


Y 


) 


letter.     It    is  just   as  clear  that   City  stands   I'or  tlic  city  of  San    Fi'ancisco, 
Oceau  for  Pacific  Ocean,  and  Park  lor  (ioldcn  (iatc  I'aik. 

The  names  of  the  dii-eetions  and  seasons  are  vei-y  often  erroneously  l)e<,nin 
with  capitals.  Tse  the  lan-^iia^'e  form,  east  means  in  an  eastern  direction. 
Therefore,  east  does  not  bejiin  witii  a  capital.  Spiini^.  sunnner.  anlnnin. 
winter,  fall,  do  not  Ix'yin  with  capitals. 

]\Ietiioi). — The  lirst  lesson  consists  in  selectinj^'  from  the  sentences  the 
names  of  holidays,  i)laces,  people,  etc..  and  applyin*^  the  lanjiuayi;  form. 
The  knowledge  of  the  fact  is  thus  accpiired.  The  remainder  of  the  work  is 
applyin<>:  this  fact.  The  sentences  are  put  on  the  board  with  small  letters. 
The  children  copy  the  sentences,  putting  in  capital  letters  where  necessary. 

1.  School  will  l)o«in   Monday.  Aiifinst  L>,   1!)01). 

2.  The  Sacramento  Kivor  l.s  the  lon,i>est  river  in  Califoriiia. 

3.  Mary   went    to   (ioklen    (Jate    I'ark    Tuesday    and    to    llic    Clill'    lluiis<'    \\'c<liicsday. 

She  likes  the  Park  very  mncli. 

4.  The  Pacific  Ocean  bonnds  the  TTnited  States  on  llic  west. 

5.  The   children    from    the   City   were   invited    to   Alameda    Saturday    to    oikmi    a    new 

playground  for  children. 
U.  This  summer  we  shall  spend  our  vacation  in   the  ("ity.      Wf  shall  ko  to  the  Park 
Fourth  of  July,  out  to  the  Ocean  one  day.  and  |)erha|]s  take  a   launch   to  Mare 
Island  another  da.y. 

7.  Does  Washington's  liirthday  come  during  the  winter? 

8.  Spring,  summer,  autumn,  and  winter  are  the  names  of  the  seasons. 

9.  Los  Angeles  County  is  in  the  southern  part  of  California.     It  is  noted  for  its  mild 

climate  and  its  production  of  fruit.     Many  toui-ists  visit  the  county  every  year. 

Buildings : 

1.  The  Ferry  Building  is  at  the  foot  of  Market  street. 

2.  In  visiting  New  York  City  one  should  not  fail  to  see  the  Flat-iron  I'.uildini;. 

3.  The  White  House,  Washington,  I).  C.  is  the  home  of  the  President   of  the  I'nited 

States. 

Countries — continents : 

1.  A  war  for  freedom  was  fought  recently  in  Turkey. 

2.  Rome,  the  capital  of  Italy,  was  the  home  of  Julius  Ca'sar. 

3.  "I  learned  to-day,"  said  John,  "that  the  Rhine  River  is  in  Cermany." 

4.  Japan's  capital  is  the  city  of  Tokio. 

5.  The  Sphinx  and  the  I'.vramids  are  in  Egypt. 

6.  Australia  belongs  to  (ireat  Hritain,  the  country  whicli  has  so  many  colonies. 

7.  Argentine  Republic  is  in  the  southern  part  of  South  America. 

8.  The  lakes  of  Scotland  are  dear  to  all  Highlanders. 

9.  The  most  beautiful  building  in  India  is  the  Taj  Mahal. 

10.   In  the  I'nited  States  a  man  must  be  twenty-one  years  old  to  be  able  to  \ote. 

Cities : 

1.  A  large  part  of  San  Francisco  was  destroyed  by  eartln|iiake. 

2.  The  city  of  Boston  is  dear  to  all  Bostonians. 

3.  Some  of  the  people  there  were  from  Venice. 

4.  On  his  way  to  Africa  he  stopped  at  Aden. 

5.  There  was  a  great  disaster  in  Messina. 

6.  Many  art  galleries  are  in  Paris. 

7.  Seattle  is  on  the  shore  of  Puget  Sound. 

8.  "I  live  forty-five  miles  from  Los  Angeles."  said  (ieorge. 

9.  Washington  is  the  capital  of  the  ITnited  States. 

10.  Stanford  University  is  near  Palo  Alto. 

11.  The  central  part  of  the  United  States  is  a  wheat-raising  region. 

12.  He  rode  east  ten  miles  to  reach  the  next  town. 

13.  My  two  uncles  came  to  spend  Thanksgiving  with  us. 

14.  Did  her  new  hat  arrive  in  time  for  lOaster  Sunday? 

15.  In  the  spring  the  robins  began  to  build  their  nests. 

(121) 


Names  of  people : 

1.  Wm.  H.  Taft  is  the  President  of  the  United  States. 

2.  The  people  honor  the  memory  of  George  Washington. 

3.  In  his  last  battle  with  the  Indians,  General  Custer  was  killed. 

4.  Two  men  by  the  name  of  Smith  were  present. 

5.  Mrs.  Brown  asked,  "Will  you  meet  me.  Miss  Jones,  after  the  reception?" 

6.  George  rode  twenty-five  miles  along  this  country  road. 

7.  I  know  that  George  Smith  answered,  "No,  I  can  not  go." 

8.  This  lion  was  killed  by  Theodore  Roosevelt  in  Africa. 

9.  The  salesman  said,  "You  will  find  it  hard  to  get  a  piece  of  that  material  here, 

Miss  White." 

2.  Capitals.    Review.    Pairs  of  Words. 

1.  Yesterday  Alice  was  seen  with  Mrs.  White  in  Oakland. 

2.  King  Edward  of  England  gave  Captain  Jones  a  gold  medal. 

3.  Admission  Day  Uncle  John  is  going  to  take  Grace  and  me  to  the  Cliff  House. 

4.  The  Pilgrims  thanked  God  for  reaching  America  in  safety. 

5.  San  Francisco  is  bounded  on  the  west  by  the  Pacific  Ocean  and  on   the  east  by 

San  Francisco  Bay. 

6.  The  Mississippi  River  is  the  longest  river  in  North  America. 

7.  The  Pilgrims  invited  the  Indians  to  their  first  Thanksgiving  Day  in  America. 

8.  Some  of  our  pupils  pass  by  the  Mint  on  their  way  to  school. 

9.  In  December  two  of  the  boys  are  going  to  the   Santa  Cruz  Mountains  for  their 

Christmas  vacation. 

10.  Shall  we  meet  at  the  Emporium  and  go  straight  to  the  Ferry? 

11.  Our  City  will  be  gaily  decorated  for  the  great  Portola  Festival  in  October. 

12.  Jack  and  Roy  spent  Washington's  Birthday  in  Golden  Gate  Park  and  May  Day 

at  the  Cliff  House. 

13.  His  office  is  now  in  the  Call  Building,  which  is  situated  on  the  corner  of  Market 

and  Third  streets. 

14.  The  steel  frame  work  of  the  City  Hall  is  at  last  being  torn  down. 

15.  He  rode  around  the  City  Tuesday  that  he  might  see  all  of  the  new  buildings. 

16.  The  Post  Office  and  Mint  belong  to  the  United  States. 

17.  Mr.    Smith   took   Joe   and   Edna   to   Angel   Island   last   Wednesday    to   visit   their 

Aunt  Clara. 

18.  Would  you  like  to  send  her  a  postal  of  the  Mint,  the  Post  Office,  the  City  Hall, 

the  Ferry,  the  Call,  and  some  of  our  other  lai-ge  buildings,  too? 

19.  I  know  that  the  children  enjoy  Hallowe'en  and  Christmas  Day  more  than  some  of 

the  other  holidays. 

20.  In  New  York  the  Flat-iron  Building  is  one  of  the  buildings  that  we  hear  the  most 

about. 

21.  Last  February  while  in  England  we  saw  King  Edward  at  Windsor  Castle. 

22.  "Is  that  scene  on  exhibition  in  any  building?"  asked  the  stranger. 

28.  Oakland  is  on  the  eastern  shore  of  San  Francisco  Bay.     Many  people  cross  the 
Bay  by  ferry  every  morning  to  work  in  the  City. 

24.  Golden  Gate  Park  is  one  of  the  largest  parks  in  the  United  States.     Last  May  Day 

the  children  of  the  City  held  a  fete  in  the  Park. 

25.  The  ferry  that  carries  people  from  Vallejo  to  the  Navy  Yard  at  Mare   Island  is 

very  small  in  comparison  with  those  that  cross  the  Bay. 

26.  "They  expect  to  spend  the  summer  in  Los  Angeles  and  the  winter  in  the  City," 

said  Miss  Green. 

27.  "My  sister  Mary  is  visiting  her  Aunt  xVlice  at  110  Waller  street,  San  Francisco, 

California,"  said  Gertrude. 

INTRODUCING    POSSESSIVES. 

As  an  introduction  to  the  writing  of  the  possessive  form  of  words,  some 
little  time  should  be  devoted  to  the  singular  and  plural  form  of  nouns. 
Review  first  the  topic  as  given  for  the  Primary  Grades  list.  Have  the 
children  write  the  singular  form  in  one  column,  with  the  plural  form 
opposite.     The  children  have  already  learned  the  idea   of  singular  and 

(122) 


plural.  Tlie  drill  should  uow  be  directed  toward  spelling.  Use  these  words. 
See  also  Course  of  Study  in  Grammar,  Bulletin  No.  6,  pp.  50-52. 

Sheep,  turkey,  piano,  goose,  potato,  tomato,  woman,  city,  wife,  dwarf, 
deer,  ox,  loaf,  wolf,  box,  man,  tooth,  foot,  mouse,  leaf,  child,  fish,  bal)y, 
lady,  i\y,  knife,  calf,  valley. 

Put  on  the  board  the  following  list  of  nouns.  Over  the  list  place  the 
words  ))U'ans  one.  Tell  the  children  that  after  each  word  we  shall  write  the 
name  of  something  that  is  owned.  To  illustrate:  After  boy  write  the  word 
top.  Then  repeat  boy  top.  "Does  that  tell  you  that  the  top  bek)ngs  to  the 
boy?  No,  I  must  say  hoy's  top.  It  is  easy  to  say,  but  we  make  mistakes  in 
waiting.  Now^  watch  me  and  listen.  Boy  means  one  and  does  not  end  in  \. 
Therefore,  we  add  an  apostrophe  and  s  to  show  possession."  (Jo  through 
four  or  five  of  the  words  in  the  list  in  the  same  way,  then  have  the  children 
give  the  statement,  first  orally,  then  in  writing : 

Means  one.  Means  more  than  one. 

boy's  top  boys'  tops 

baby's  cap  babies'  caps 

dog's  meat  dogs'   meat 

cat's  tail  cats'  tails 

girl's  dress  girls'  dresses 

lady's   hat  ladles'  hats 

horse's  mane  horses'  manes 

cow's   milk  cows'  milk 

frog's  leg  frogs'  legs 

rat's  nest  rats'  nest 

bee's  stings  bees'  stings 

If  the  children  do  this  W'cll  and  there  is  time,  the  word  meaning  more  than 
one  may  be  given  and  the  fact  developed  that  it  sounds  all  right  now  to 
say  boys'  top,  but  that  the  apostrophe  must  be  used  in  w-riting  it.  Boy^i 
means  more  than  one  and  already  ends  in  s.  Therefore,  an  apostrophe 
only  is  added  to  show  possession. 

Send  the  children  to  the  board  and  dictate  the  phrases  l)oy's  top.  ])ahy's 
cap,  etc.,  always  telling  whether  one  or  more  than  one  is  intended.  When 
the  children  can  do  this  readily  without  thinking  of  the  statement,  develop 
the  possessive  singular  and  plural  of  man,  Avoman,  child,  mouse,  ox,  deer. 
Then  the  following  sentences  may  be  used.  Have  the  sentence  read  first, 
then  the  apostrophe  accounted  for  according  to  the  statement.  Afterward 
erase  the  apostrophes  and  have  the  sentences  rewritten  with  the  apostrophes 
added.  Correct  the  papers,  indicating  in  the  margin  where  there  are  errors. 
The  children  should  then  rewrite  all  sentences  in  which  there  are  errors  and 
give  the  statements. 

In  case  the  children  can  not  tell  by  the  sentence  whether  the  word  means 
one  or  more  than  one,  have  the  sentence  written  both  ways  and  both  state- 
ments given. 

1.  The  boy's  hat  was  lost. 

2.  Two  boys  went  to  John's  honss  for  dinner. 

3.  The  ladies'  hats  are  in  their  rooms. 

4.  The  robins'  songs  filled  the  air. 

5.  Give  me  James"  hat.      (Either  James'  or  James's  is  permissil)le.) 
fi.  My  dog's  collar  is  too  large. 

7.  Did  vou  hear  the  girls'  song? 

(123) 

0— BUL.   0 


8.  The  girls'  sewing  club  will  meet  next  week. 

9.  Mary's  sister  spent  two  weeks  here. 

10.  The  man's  hat  was  lost  Wednesday. 

11.  We  shall  take  two  months'  vacation  this  year. 

12.  The  mouse's  nest  was  found  here  among  some  papers. 

13.  The  boy's  hfit  fell  into  his  neighbor's  yard. 

14.  How  many  day's  work  must  he  do  to  obtain  money  enough  to  buy  the  horse?     . 

15.  Children's  bones  are  not  so  easily  broken  as  old  people's  bones. 

16.  Men's  and  boys'  shoes  are  sold  here. 

17.  We  heard   that  there  was  to  be  a  sale   of  ladies'   and   men's  suits   to-morrow   at 

Brown's  store. 

18.  The  chief's  oldest  son  shot  the  deer. 

19.  I  hear  that  those  two  boys  are  asking  if  the  children's  books  will  be  corrected  soon. 

20.  The  birds'  young  ones  had  already  left  the  nest. 

21.  We   rode   for   two   days   through   the   desert  with    the   sun's    rays   shining   directly 

upon  us. 

22.  Mary  went  with  Lucy's  sister  to  hear  the  girls  sing  their  new  songs. 

23.  She  was  too  late  to  meet  the  train  that  brought  the  president's  party. 

24.  Robins  know  when  it  is  time  to  leave  for  their  winter  home. 

25.  The  boy's  book  is  on  the  table. 

26.  The  ladies'  hats  are  in  the  hall. 

27.  Are  those  boys'  coats  for  sale? 

28.  Was  the  lady's  watch  lost? 

29.  Here  are  the  mice's  nests. 

30.  The  man's  new  house  is  very  large. 

31.  Mary  knew  that  her  sister's  work  was  wrong. 

32.  It  is  too  cold  in  my  sister's  house  to  be  comfortable. 

33.  I  saw  John's  hat  there  yesterday. 

34.  Did  you  see  the  dog  watching  the  little  kittens'  food? 

35.  The  children's  new  shoes  were  bought  at  their  father's  store. 

36.  Jane  stood  here  to  see  the  boys'  game  of  ball. 

37.  No,  I  do  not  wish  to  know  how  the  king's  son  was  slain. 

38.  James'  house  is  near  here. 

39.  The  fairies'  dance  was  a  very  pretty  part  of  the  play. 

40.  Mother's  beautiful  dishes  were  broken. 

41.  The  boys'  shoes  were  dusty  after  their  long  walk. 


Show  the  children  how  to  change  the  following  phrases  to  the  possessive 
form.  These  may  then  be  changed  and  made  into  sentences  for  written 
work: 


work  of  the  man 
books  of  the  boys 
houses  of  the  girls 
toys  of  the  baby 
book  belonging  to  John 
hat  belonging  to  James 
song  of  a  robin 
dresses  of  the  ladies 
clothing  of  the  men 
tails  of  mice 
marbles  of  the  boy 


work  of  a  day 

time  of  two  weeks 

home  of  the  bees 

meeting  of  the  women 

food  of  deer 

ring  of  the  girl 

the  yoke  of  an  ox 

head  of  a  lion 

the  crops  of  the  farmers 

the  tales  of  those  fishermen 

the  advice  of  their  mothers 


Write  in  columns  the  possessive  singular  and  plural  of  each  of  the  follow- 
ing words.  Write  after  each  a  word  showing  what  is  owned,  as  girl's  book: 
girl,  boy,  Indian,  bird,  week,  month,  year,  day,  lady,  thief,  wolf,  fox,  calf, 
pony,  negro,  baby,  hero,  emperor,  king,  woman,  buffalo,  father,  newsboy, 
scholar,  man,  postmaster,  mistress,  country,  monkey,  donkey,  heir,  crow, 
eagle. 


(124) 


3.    POSSESSIVES  AND  REVIEW.      PaIRS  OF  WORDS. 

1.  Men's  actions  show  their  characters  more  than  words. 

2.  The  king's  troops  reached  the  gates  of  the  city  just  as  tlie  bugle  souudi'd. 

3.  CindereUa's  slipper  would  fit  no  one  else's  foot. 

4.  "How  much  of  the  earth's  surface  is  covered  by  water'.'"  asked  Will. 

5.  The  sun's  hot  rays  have  faded  the  flower's  color. 

0.  The  Alps  are  Europe's  most  picturesque  mountains. 

7.  The  Italian's  love  for  art  and  music  is  known  to  every  one. 

S.  Their  mother's  father  came  to  California  many  years  ago. 

9.  His  six  months'  vacation  was  spent  in  the  White  Mountains. 

10.  Charles'  father  sailed  for  the  Philippine  Islands  last  Wednesday. 

11.  Peter  H.  Burnett,  who  was  California's  first  Governor,  was  born  in  Teuui'ssee. 
.     12.  How  many  days  did  it  take  Xerxes'  army  to  cross  the  bridge? 

13.  The  boys"  football  suits  were  bought  in  Chicago. 

14.  The  little  dog  was  too  tired  to  keep  up  with  the  horses'  rapid  gait. 

15.  In  Germany,  the  farmers'  sons  and  daughters,  too.  work  in  the  fields. 

16.  Were  the  princess'  rings  found  in  the  traveler's  bag? 

17.  The  wolves'  howls  could  be  heard  in  the  distance. 

18.  The  fishermen's  sons  mended  their  fathers'  nets. 

19.  That  lady's  sister  spent  her  two  days'  vacation  at  our  home. 

20.  Betsy  Ross"  flag  contained  thirteen  stripes  and  thirteen  stars. 

21.  Were  the  miners'  cabins  built  in  the  same  way  as  Abraham  Lincoln's  early  home? 

22.  We  heard  that  there  is  to  be  a  sale  of  ladies'  suits  at  Brown's  store. 

23.  Those  Indians'  blankets  were  woven  by  their  daughters. 

24.  W^ill  you  pass  the  doctor's  office  on  your  way  to  Mrs.  Reiss"? 

25.  "Are  you  sure  that  this  is  Gladys'  and  no  one  else's  book?''  asked  Mr.  Andrews. 

26.  The  soldiers'  feet  were  bruised  and  bleeding  from  their  long  march. 

27.  The  anarchists'  plot  was  discovered  before  it  could  be  carried  out. 

28.  W^hat  was  Midas'  wish? 

29.  The  negroes'  banjos  could  be  clearly  heard  from  where  we  sat. 

30.  "It  is  theirs,  not  mine,"  said  the  boy. 

31.  As  they  lay  there,  the  children's  hearts  stood  still  with  fright. 

32.  The  Indian  women's  lives  are  hard  ones,  for  they  have  to  do  all  the  hard  work. 

33.  The  rivals'  swords  were  carried  to  a  park  and  a  duel  then  took  place. 

34.  "When  I  get  every  one's  attention,  I  shall  continue  the  story,"  said  the  teacher. 

35.  The   fortune-tellers'   booths   were    made   very    attractive   so    that  every   one    would 

have  his  fortune  told. 

36.  Because  the  captain's  orders  had  been  disobeyed  the  sailors'  punishment  was  the 

greater. 

37.  Cicero's  orations  are  too  difficult  for  children's  lessons. 

38.  The  witch's  cries  rang  through  the  village,  but  the  people's  ears  were   closed   to 

her  pleadings. 

39.  Charles'  sister  is  making  a  collection  of  birds'  nests. 

■  40.   Were  the  elephants'  tusks  polished  and  put  on  exhibition? 

41.  Mary's  sister  became  tired  of  sitting  still,  so  she  lay  down  and  laid   her  head  on 

Mary's  lap. 

42.  The  lion's  roar  could  be  heard  in  every  part  of  the  circus. 

43.  Father's  coat  is  made  from  a  bear's  skin. 

44.  His  mother's  opinion  meant  more  to  him  than  the  boys'  opinions. 

45.  A  few  hours'  walk  brought  us  to  the  edge  of  the  forest  where  the  girls'  fathers  told 

us  they  would  meet  us. 

46.  She  would  listen  to  neither  her  parents'  nor  her  teacher's  advice. 

47.  After  the  day's  hunt  the  deer's  antlers  were  carried  home  with  great  rejoicing. 

48.  Mrs.  James'  roses  are  much  larger  than  Mrs.  Jones'. 

49.  It  was  Charles'  not  Emma's  fault. 

50.  My  brother-in-law's  sister  spent  several  days  with  me. 

For  study  and  dictation: 

The  Burglars. 
One   night   two   burglars   crept   into   the   kings  palace.      The   king's   soldiers   were   all 
asleep.     Each  was  dreaming  of  a  soldier's  adventures.     The  burglars  had  come  to  steal 

the  three  daughters'  jewels. 

(125) 


At  last  a  watchman's  listening  ear  heard  the  burglars'  noise.  He  crept  into  the 
youngest  daughter's  room  and  woke  her.  The  soldiers'  dreams  were  soon  disturbed  bj- 
the  servants'  and  daughters"  cries.  Shots  were  heard  and  three  of  the  soldiers  lay  dead. 
Thus  these  hero(>s'  lives  were  given  to  save  the  king's  daughters'  jewels. 

Out  for  Some  Fun. 

The  morning  was  very  jjleasant.  In  a  crowded  car  the  children  wore  pushed  from 
side  to  side,  stepping  on  each  other's  toes  and  knocking  off  each  other's  hats. 

At  Hillcrest  they  jumped  from  a  car  and  started  for  Jones'  poppy  fields.  Mary  took 
James'  hand  and  they  chased  Tom  and  Alice.     Tom's  dog  ran  barking  after. 

They  were  watching  the  waters  of  the  lake  in  the  distance.  Mary's  foot  slipped  and 
she  rolled  down  a  bank.  The  dog's  sharp  bark  made  the  other  children  turn.  They 
started  to  the  poor  girl's  rescue.  In  the  excitement  the  dog  jumped  against  Tom's  leg 
and  he  rolled  to  Mary's  help. 

When  they  reached  the  lake,  their  arms  were  full  of  California's  most  beautiful  wild 
flowers. 

The  boys'  hats  lay  on  the  bank  while  the  children  ate  their  lunch.  Tom  threw  Fido  a 
chicken  bone.  The  dog's  tail  Vi'agged  happily,  sending  Tom's  and  James'  hats  into  the 
water.  The  dog  swam  after  them.  The  children's  cries  encouraged  him.  Both  boys' 
hats  were  soon  in  Fido's  mouth. 

The  children  then  started  for  home.  They  got  to  the  steps  of  the  car  safely,  but 
found  that  they  had  left  two  lunch-baskets  on  the  shore  of  the  lake.  It  took  some  time  to 
get  the  baskets,  but  at  last  they  started  for  home. 

When  they  arrived  their  faces  showed  that  the  day's  pleasure  had  been  good  for  all. 

A  Holiday's  Fun. 

It  was  in  the  early  spring.  School  was  dismissed  for  Washington's  Birthday.  John's 
friends  were  coming  to  spend  the  day  with  him.  John  was  up  early.  The  cow's  morning 
allowance  of  hay  was  in  her  yard  earlier  than  usual.  A  whistle  brought  the  surprised 
dogs  to  their  morning's  milk.  When  John's  mother  called.  "Breakfast,"  he  went  in 
promptly. 

Nine  o'clock  seemed  very  far  off,  but  finally  the  rumble  of  a  wagon  was  heard,  and 
the  boys  were  soon  off  for  their  day's  fun. 

They  visited  first  the  rabbits'. home,  and  gave  them  the  grass  that  John  had  saved  for 
them.  The  dogs'  kennels  came  next.  Even  the  cows  and  horses  were  not  forgotten. 
Then  they  played  down  by  the  creek  until  the  mother's  call  announced  lunch. 

After  lunch  they  went  to  the  orchard  to  look  for  birds'  nests.  They  found  several 
with  eggs  in  them,  but  only  one  with  birds.  The  dog's  loud  barking  frightened  the  mother 
bird.     She  did  not  fly  away,  but  stayed  to  protect  her  little  ones. 

Four  o'clock  came  all  too  soon.  The  boys'  father  had  come  back  from  town.  He 
called  them  to  come.  Soon  they  were  away  and  John  was  alone,  wishing  for  another 
holiday. 

QUOTATIONS. 

As  has  been  said  in  the  primary  work,  comparatively  few  occasions  arise 
in  ordinary  business,  or  friendly  correspondence,  for  the  use  of  quotation 
marks.  The  present  courses  of  study  in  the  public  schools  contain  so  much 
material  that  requires  their  use  that  the  time  has  not  yet  arrived  when  a 
Bulletin  would  be  complete  without  a  chapter  on  this  subject. 

If  the  work  in  the  primary  grades  has  been  carefully  done  and  the 
required  reviews  given,  very  little  time  need  be  spent  at  this  point.  Divided 
quotations  are  given  for  the  first  time. 

Method. — Put  on  the  board  the  following  sentences : 
John  said.  "It  is  time  to  go  home."  John  asked,  "Have  you  ever  been  East?" 

Say  to  the  children:  "It  is  time  to  go  home  are  the  exact  words  of  John. 
Therefore,  quotation  marks  are  placed  before  it  and  after  home.     The  exact 

(12G) 


words  of  John  are  separated  from  the  reniaiiuler  of  the  seiitenee  by  a  eoniiiia. 
Therefore,  a  comma  is  placed  after  said." 

"Have  you  ever  been  East  are  the  exaet  words  of  John.  Therefore, 
quotation  marks  are  phiced  before  have  and  after  East.  The  exaet  words 
of  John  are  separated  from  the  remainder  of  the  sentence  by  a  eomma. 
Therefore,  a  eomma  is  placed  after  asked.  Have  yon  ever  been  Kast  is  a 
question.     Therefore,  a  question  mark  is  placed  after  East." 

Call  the  attention  of  the  children  to  the  fact  that  the  quotation  marks  are 
not  placed  over  the  comma,  and  that  the  question  mark  is  inside  of  the 
quotation  marks.    Have  the  marks  neatly  made. 

Use  the  sentences  in  the  primary  work,  page  90,  for  review.  When  the 
children  can  give  the  language  form  orally,  send  them  to  the  board.  Dictate 
a  sentence.  Have  one  child  give  the  form  and  as  he  does  so  put  in  the 
marks.  Have  the  other  children  put  in  the  marks  at  the  same  time.  As 
soon  as  they  understand  where  the  marks  go,  drop  the  language  form,  and 
dictate  sentences.  Much  drill  must  be  given  in  order  to  acquire  a  habit. 
It  is  a  great  mistake  to  stop  when  the  children  know  w^here  to  put  the  marks. 
Facts  are  easily  forgotten,  habits  are  more  likely  to  stay. 

After  this  review  is  completed,  the  class  is  ready  for  divided  quotations. 
Put  on  the  board  the  following  sentences  wnth  no  marks : 

We  ran,  said  John,  and  they  ran  after  us. 
Do  I  look,  asked  he,  as  if  I  could  do  it? 
Give  me,  said  the  beggar,  just  a  crust  of  bread. 
I  have  some,  he  said,  but  it  is  not  enough. 

Ask  the  children  to  read  the  first  sentence  and  tell  you  what  John  really 
said.  Tell  them  that  said  John  divides  the  quotation  into  two  parts. 
Therefore,  two  sets  of  quotation  marks  and  two  sets  of  commas  are  needed. 
Use  this  language  form :  Said  John  divides  the  quotation  into  two  parts. 
Therefore,  two  commas  are  required  to  separate  the  quotation  from  the  rest 
of  the  sentence.  We  ran  is  the  first  part  of  the  quotation.  Therefore,  quota- 
tion marks  are  placed  before  We  and  after  ran.  And  they  ran  after  us  is 
the  second  part  of  the  quotation.  Therefore,  quotation  marks  are  placed 
before  and  and  after  us. 

Use  the  language  form  only  until  the  children  have  learned  where  to  put 
the  marks.  Then  drop  the  language  form  and  spend  the  time  Avriting 
sentences  and  putting  in  the  marks. 

The  sentences  may  be  w^ritten  on  the  board  with  no  marks,  and  the 
children  asked  to  rewrite  the  sentences  correctly. 

1.  "I  have  come."  said  James,  "for  the  Golden  Fleece." 

2.  "YoiL  will  have  trouble."  replied  the  king,  "in  getting  it." 

3.  "The  bell,"  she  said,  "will  ring  at  twelve  o'clock." 

4.  "San  Francisco  Ba.v."  answered  John,  "is  the  largest  bay  on  the  Pacific  Coast." 

5.  "We  are  going  to  Golden  Gate  Park."  said  the  children,  "to  visit  the  Museum." 

6.  "The  Ferry  Building."  wrote  John,  "was  the  scene  of  a  large  gathering." 

7.  "The  little  birds."  said  the  teacher,  "will  come  back  here  in  the  spring." 

8.  "We  rode."  replied  the  traveler,  "from  morning  until  night." 

9.  "When  we  have  finished  our  work."  asked  he,  "may  we  run  down  tln'  roadV" 

10.  "There  are  but  two  seasons  in  California."  said  Mary,  "the  wet  and  the  dry." 

11.  "Did  you  save  me  a  piece  of  candy,"  asked  the  little  girl,  "to  eat  after  dinner?" 

12.  "Yes,"  replied  her  mother,  "for  you  were  very  good  to-day." 

(127) 


13.  "Is  it  too  warm,"  she  asked,  "to  ride  for  an  hour?" 

14.  "Did  you  take  the  ladies'  hats,"  she  asked,  "into  the  hallV" 

15.  "Washington's  Birthday,"  said  he,  "is  a  day  of  peace."     "Fourth  of  July,"  added 

Johnny,  "is  a  day  of  noise." 

16.  "Men's  shoes,"  replied  the  man,  "are  sold  on  Twenty-first  street." 

17.  "Ask  the  girl's  brother,"  demanded  John,  "if  he  did  it." 

18.  "Half  the  Mayflower's  passengers  lay  dead,"  said  the  teacher,  "before  springtime." 

19.  "Did  you  take  my  ball"/"  asked  Tom's  brother. 

20.  "No,  I  must  go  to  school  to-day,"  said  Henry. 

21.  "Are  you  going  to  hear  the  music  in  Lincoln  Park?"  asked  the  girl's  mother. 

22.  "You  should  know- your  lesson  well  to-day,"  said  the  teacher. 

23.  "Mary  has  gone  down  Market  street  to  the  Ferry,"  replied  May. 

24.  "Are  you  going  to  grandmother's  house  for  your  Thanksgiving  dinner?"  he  asked. 

25.  "Have  you  written  to  the  City  yet?"  she  asked. 

26.  "Did  they  spare  the  king's  life?"  asked  the  little  girl. 

27.  "Do  you  make  men's  shoes  stronger  than  ladies'  shoes?"  we  asked. 

28.  "The  children's  books  are  on  their  teacher's  desk,"  said  the  janitor. 

29.  "A  donkey's  ears  are  longer  than  a  horse's  ears,"  said  the  farmer  boy. 

30.  "Shall  I  address  it  to  Los  Angeles,  California?"  asked  John. 

31.  He  said,  "The  boy's  hat  flew  over  the  fence  into  his  neighbor's  yard." 

32.  The  teacher  announced  to  her  class,  "School  will  close  June  12  at  three  o'clock." 

33.  Our  father  wrote,  "I  shall  leave  Berkeley,  Cal.,  January  3,  1909." 

34.  The  boy's  brother  said,  "The  dog  was  so  puzzled  that  he  didn't  know  which  way 

to  go." 

35.  "Will  you  bring  me  somebody  else's  book?"  asked  the  teacher. 

36.  "We  write  twenty-five  words  every  day,"  said  Harry. 

37.  "This  can  not  be  grown  in  any  other  county  in  California,"  said  he. 

38.  "Our  ferryboats  are  well  built,"  said  he. 

39.  He  said  to  us,  "Do  not  spend  your  money  except  to  buy  something  useful." 

40.  "If  their  books  are  not  bought  to-day  it  will  be  too  late,"  she  said. 

41.  The  man  asked,  "Shall  I  find  the  two  boys  there?" 

42.  "Are  you  going,  too?"  she  added. 

43.  "We  passed  by  the  old  mill  every  day,"  he  said. 

44.  She  asked,  "Are  those  our  hats?" 

45.  "Do  not  tie  the  cord  so  loosely,"  the  shopper  requested. 

Exercises : 

Write  a  quotation  that  is  a  question. 

Write  a  quotation  containing  a  date. 

Write  a  quotation  containing  the  name  of  a  city  and  state. 

Write  a  quotation  containing  a  contraction. 

Write  a  quotation  containing  a  word  showing  possession. 

Write  a  divided  quotation. 

4.  Quotations  and  Review. 

1.  "Would  you  like  to  go  there  with  John  to  pick  some  berries?"  asked  Mrs.   Ames. 

2.  "Did    the   knights   love    their   king  as   we   love   our  dear  mother?"    asked   the    two 

children. 

3.  He  asked,  "Why  are  you  so  sad?" 

4.  The  cry  ran  through  the  ranks,  "Are  our  men  never  to  move  forward?" 

5.  "It  is  not  too  late,"  he  said,  "to  begin  to  do  better." 

6.  "And  will  you  stay  here,"  was  the  inquiry,  "forever  and  ever?" 

7.  "Yes,  my  dear  children,"  sajd  Pandora. 

8.  "Y'^ou  are  a  rich  man,  friend  Midas,"  said  the  stranger. 

9.  "No,"  answered  Midas,  "not  yet." 

10.  "Now,  I  hope,"  said  Charles,  "that  we  shall  hear  of  their  doing  great  things.'' 

11.  Tom  asked,  "Would  you  like  to  know  where  to  buy  some,  too?" 

12.  "There  are   two   books   that   I   should   like  you   to   read   by   next   week,"   said   the 

teacher. 

13.  "His  father,"  said  Miss  Smith,  "is  coming  here  to  hear  him  sing." 

14.  "They  were  all  ready  to  leave  here  last  week,  but  John  became  too  weak  to  travel 

over  a  rough  road,"  said  Doctor  White. 

(128) 


15.  Charles  asked,  "Would  you  l>ke  to  go  there,  too?" 

16.  "There  are  two  books  that  I  should  like  to  read,"  said  the  teaclier. 

17.  "Decoration  Daj-  the  veterans  and  soldiers,  too,  gathered  at  the  statue  of  Wash- 

ington to  pay  their  respects,"  said  Mr.  Ward. 

IS.  "Are  there  two  here,"  he  asked,  "who  will  go  to  town  with  us?" 

19.  "Are  you  the  lawyer's  assistant?"  asked  the  young  man. 

20.  "No,  I  do  not  know  to  whom  it  belongs."  answered  Miss  Brooks. 

21.  A  quiet   voice   asked,    "Do   you   know    that  you   are   now   on    the    road    that    leads 

directly  into  the  enemy's  camp?" 

22.  "Can  you  guess,"  asked  the  child,  "where  we  are  going  for  our  week's  vacation?" 

23.  "It  is  not  theirs,"  said  she,  "so  j'ou  may  have  it." 

24.  "What  do  you  suppose  we  shall  find?"  we  asked  Captain  Evans. 

25.  "What  was  Midas'  wish,  mother?"  asked  the  little  fellow. 


SPECIAL   VERBS. 

For  teaching  the  correct  use  of  certain  verbs — lie,  lay,  sit,  set,  rise,  raise — 
the  daily  drills  will  be  found  most  effective.  However,  the  following 
exercises  are  added,  hoping  that  they  may  make  the  daily  drills  more 
intelligible,  and  also  give  more  practice. 

Take  a  book.  Lay  it  down  on  the  desk,  and  say :  "  I  laid  the  book  on  the 
desk."  Pick  it  up  and  say,  "The  book  lay  on  the  desk."  Have  a  child 
come  to  the  desk.  Say  to  him,  "Lay  the  book  on  the  desk.  Now  tell  me 
what  you  did. ' '  Get  as  answers :  I  laid  the  book  on  the  desk.  The  book  is 
lying  on  the  desk.  The  book  lies  on  the  desk.  Ask,  ' '  Where  was  the  book  ? ' ' 
Have  them  answer  in  two  ways :  The  book  lay  on  the  desk.  The  book  was 
lying  on  the  desk. 

When  the  children  have  learned  this  so  they  can  ask  one  another  the 
questions  as  well  as  answer  them,  teach  in  the  same  way  the  answers  to  the 
questions.  Where  has  the  book  been  Ijang?    Where  has  the  book  lain? 

Use  for  concert  drill : 

The  book  lies  on  the  table.  The  book  will  be  lying  on  the  table. 

The  book  lay  on  the  table.  The  book  has  been  lying  on  the  table. 

The  book  will  lie  on  the  table.  I  laid  the  book  on  the  table. 

The  book  has  lain  on  the  table.  I  will  lay  the  book  on  the  table. 

The  book  is  lying  on  the  table.  I  have  laid  the  book  on  the  table. 
The  book  was  lying  on  the  table. 

Ask  the  following  questions : 

Where  does  the  book  lie?  Where  has  the  book  been  lying? 

Where  did  the  book  lie?  Where  did  you  lay  the  book? 

Where  will  the  book  lie?  Where  will  you  lay  the  book? 

Where  has  the  book  lain?  Where  have  you  laid  the  book? 

Where  is  the  book  lying?  Who  laid  the  book  on  the  table? 

Where  was  the  book  lying?  Who  will  lay  the  book  on  the  table? 

Where  will  the  book  be  lying?  Who  has  laid  the  book  on  the  table? 

Teach  the  children  to  ask  these  questions.  Have  the  questions  copied  and 
answered  orally  and  in  writing  until  all  are  letter  perfect. 

Have  these  questions  answered,  using  some  form  of  lie  or  lay: 

Where  did  the  boy  put  his  coat?  What  have  you  done  with  your  pictures? 

Where  is  your  mother?  Where  are  the  boys  now? 

What  did  you  do  with  the  paper?  Where  did  your  mother  put  the  baby? 

Where  has  this  book  been  for  so  long?  Where  is  the  baby  now? 

What  will  you  do  with  your  new, dress?  How  long  has  she  been  there? 

Who  put  the  pencils  away?  What  do  you  say  to  your  dog? 

(129) 


Pill  in  the  blanks : 

1.  I  usually  on  ray  side  at  night. 

2.  Mary  has  the  books  where  I  told  her  to  them. 

3.  The  baby's  doll  is  in  the  grass. 

4.  Why  have  you  here  so  long? 

5.  He  left  the  books on  the  floor. 

G.  The  master  told  the  dog  to  down. 

7.  The  boy  said  to  his  dog,  " down,  Rover." 

S.  Where  have  you  your  book? 

9.  The  girl  always her  clothes  carefully  away. 

10.  The  shower  has  the  dust. 

11.  James'  book  is  where  he  was  reading. 

12.  The  girl  answered,  "Mother  has  just  down  to  rest." 

13.  She  asked,  "Where  have  you  been  so  long?" 

14.  Has  John  his  book  away? 

15.  Will  it  be  — there  when  I  return? 

16.  "Have  you  that  coat  away?"  asked  Mrs.  Jones. 

17.  Mrs.   Smith  has  there  ill  for  many  years. 

18.  Has  John  down  to  rest? 

19.  Has  John  it  down? 

20.  Molly  Cottontail  told  her  baby  rabbit  to  low. 

21.  My  furs  have  been away  since  February. 

22.  They  left  their  toys  on  the  floor. 

23.  The  ferryboat  has  been up  at  the  Oakland  Mole  for  repairs. 

24.  the  book  upon  the  table. 

25.  I  must  have the  pencil  here. 

26.  She  started  to  the  book  on  the  desk. 

27.  John  his  coat  upon  the  grass. 

28.  While  the  book  upon  the  desk  the  boy  spoke  aloud. 

29.  Have  you  •  my  coat  away?  '^ 

30.  May  has  not the  book  where  I  told  her  to  it. 

31.  Must  I  down  and  keep  quiet? 

32.  The  master  the  bone  upon  the  bench  while  the  dog  was  upon  the 

porch. 

33.  The  child  down  after  her  dolls  away. 

34.  I  the  box  on  the  chair,  but  it  is  now ■  on  the  floor. 

35.  The  man  ■ — the  box  on  the  table  where  the  boy  had  the  ruler. 

36.  Where  will  you  your  clothes  and  where  will  you  down  to-night? 

37.  We  on  the  grass  all  the  afternoon. 

38.  The  dogs  on  the  porch  since  noon. 

39.  We  in  bed  until  seven  o'clock. 

40.  I  shall  have down  before  you  return. 

41.  Last  night  I  down  to  rest. 


Have  the  children  make  sentences  using  had  lain,  have  had  laid,  lying, 
lay,  is  laying,  lie,  lies,  has  laid. 

sit         set 

Not  so  much  drill  is  required  upon  these  words,  for  mistakes  occur  less 
frequently. 

Use  the  same  device  as  in  teaching  lie  and  lay,  except  that  a  cup  or  vase 
should  be  substituted  for  a  book.     Use  the  questions,  Where  did  you  set 
the  cup?     Where  is  the  cup  sitting?     Who  set  it  there?     Where  was  the 
cup?  (two  answers.)     How  long  has  it  been  setting  there? 
Give  directions  to  the  children,  such  as : 

Set  the  cup  on  the  table.  Sit  with  Flora. 

Set  the  vase  on  the  shelf.  Sit  near  the  window. 


Set  the  pitcher  by  the  book. 


(130) 


Have  tlie  eliiklrcn  tell  what  Ihey  did. 

Use  for  concert  drill,  the  teacher  repeating'  lirst,  the  childicn  alter  her: 

I  sit  still  in  school.  Did  you  sit  still V 

I  sat  still  in  school.  Where  did  you  sitV 

1  will  sit  still  in  school.  Where  have  you  sat? 

1  have  sat  still  in  school.  AYill  you  set  the  packajjc  down'.' 

I  set  the  cup  down.  Have  you  set  the  packaj^c  downV 

I  will  set  the  cup  down.  Set  the  package  down. 

I  have  set  the  cuj)  down.  Sit  down. 

Will  you  sit  still  V 

Answer  the  i'oilowiiit;'  questions,  using  some  form  of  sit  oi-  set  : 

1.  In  which  row  do  you  sit? 

2.  Near  whom  do  you  sit? 

3.  lu  which  row  did  you  sit  last  year? 

4.  By  whom  do  you  sit  at  the  table? 

5.  Have  you  always  sat  there? 
G.  Do  you  ever  set  the  table? 

7.  How  long  have  you  done  it? 

S.  What  does  a  hen  do? 

9.  What  kind  of  a  hen  should  she  be  called?     (A  sitting  hen.) 

10.  Where  does  the  sun  rise?     Where  does  it  set?      (This  is  an  exception   and   must 

be  learned.) 

11.  What  have  you  done  with  your  doll? 

12.  Does  she  sit  up  nicely? 


Fill  in  the  blanks : 


Last  week  John  took  cold  from  — 
Mary,  you  are  on  myj^ress. 


on  the  grass. 


Mother  has  not  

down  to  rest. 


3. 
4. 
5. 

6.  Let  the  boy 

7.  John  has  — 

8.  May  I 


the  box  where  I 


it  yesterday, 
down  to  rest  all  day. 


—  here  until  he  can  play  quietly. 
there  two  hours. 


by  you? 


9.   While  John  was 


by  the  window  the  fire  engine  passed  by. 


the  plates  on  the  table? 
—  the  hen? 


10.  Shall  I  

11.  Have  you  — 

12.  The •  hen  will  hatch  the  eggs  next  week. 

13.  Napoleon  wished  to  upon  the  throne  of  France. 

14.  Lincoln  was  - 

15.  Did  they 

16.  They  the  machinery  in  motion  exactly  on  time. 

17.  Come  in,  and  down. 

18.  "Who  has  been  in  my  chair?"  asked  the  mother  bear. 

As  he  down  at  the  table  they  the  pudding  before  him. 


in  his  box  at  Ford's  Theater  when  he  was  assassinated. 

the  crown  upon  the  king's  head? 


19 

20.  Will  you 


by  me  and  read? 


rise         raise 

Give  such  commands  as.  Raise  the  window,  raise  the  top  of  the  box,  raise 
the  cover  of  your  book,  this  side  of  the  table,  the  window  shade,  etc.  Have 
the  statements  given :  I  raised  the  window,  I  raised  this  side  of  the  table,  etc. 

Have  some  one  rise  from  his  seat,  and  get  the  statement.  I  rose  from  my 
seat,  I  rose  from  the  bench,  I  rose  from  the  chair,  etc. 

Concert  drills : 


I  raised  the  window. 
I  will  raise  the  window. 
I  have  raised  the  window. 
I  rose  from  my  seat. 
I  will  rise  from  my  seat. 


(131) 


I  have  risen  from  my  seat. 
Will  you  raise  the  window? 
Have  you  raised  the  window? 
Will  you  rise  from  your  seat? 
Have  you  risen  from  your  seat? 


Questions  to  be  answered: 

1.  Did  you  raise  the  window? 

2.  Does  the  window  rise  easily? 

3.  When  did  the  balloon  rise? 

4.  What  rises  every  day? 

5.  When  do  you  rise  in  the  morning? 
G.  How  high  did  the  tide  rise? 

7.  Has  the  river  risen  so  high  before? 

8.  How  high  do  you  think  it  will  rise? 

9.  Has  the  cover  to  the  trunk  ever  been  raised? 

10.  When  will  he  raise  his  house  another  story? 

11.  Tell  me  what  time  you  rise  in  the  morning. 

12.  Tell  me  what  time  the  sun  rises? 

13.  Tell  me  how  many  flowers  he  has  raised  this  year. 

14.  What  should  you  do  when  called  upon  to  recite? 

15.  What  should  you  do  when  you  are  introduced  to  elderly  people? 

Fill  in  the  blanks: 

1.  Wheat  and  barley  are  in  the  San  Joaquin  Valley. 

2.  Where  did  you  those  flowers? 

3.  He  has  early  every  morning  since  you  spoke  to  him. 

4.  Did  he the  window? 

5.  Will  he  wheat  next  year? 

6.  He  was  in  Orange  County. 

7.  The  sun over  Mount  Wilson. 

8.  The  man  has  not from  his  bed  since  the  accident. 

9.  Will  he  the  window  shade  just  an  inch? 

10.  He  has  from  office  boy  to  manager  by  diligent  work. 

11.  The  boy's  seat  must  be  — ' three  inches., 

12.  The  car  was from  the  track  before  the  man  was  rescued. 

13.  The  water  is from  the  well  by  a  windmill. 

14.  Water  to  the  top  of  the  ground  during  the  rainy  season. 

15.  Have  you  the  money  for  the  new  church? 

Review. 

Answer  the  following  questions  : 

1.  Where  is  the  pencil  lying? 

2.  Where  is  the  blotter  lying? 

3.  Where  is  the  pen  lying? 

4.  Where  does  your  pencil  usually  lie? 

5.  Where  does  your  blotter  usually  lie? 

6.  Where  does  your  pen  usually  lie? 

7.  Where  did  your  pencil  lie  yesterday? 

8.  Where  did  your  blotter  lie  yesterday? 

9.  Where  did  your  pen  lie  yesterday? 

10.  Where  has  your  pencil  lain  all  day? 

11.  Where  has  your  blotter  lain  all  day? 

12.  Where  has  your  pen  lain  all  day? 

1.  Tell  in  two  ways,  using  some  form  of  the  word  lie,  where  your  pencil  is. 

2.  Tell  in  two  ways  where  it  was. 

3.  Tell  in  two  ways  where  it  has  been. 

lie  lay 

Fill  in  the  blanks. 

1.  He  unconscious  for  two  hours  in  James'  room. 

2.  " still  and  sleep  if  you  can,"  said  the  kind  woman. 

3.  Robert  Bruce  in  the  peasant's  hut  unable  to  aid  in  Scotland's  cause. 

4.  Many  fallen  knights  now about  their  king. 

(132) 


5.  The  roots  of  these  flowers  are  deep  down  in  the  earth. 

G.  This  skull  has in  the  earth  for  tweutj-  years. 

7.  The  liomaus  used  to  down  to  eat. 

S.   "The  ship at  anchor,  where  it  has for  a  week,"  said  the  captain. 

9.  The  children  the  wreath  upon  the  soldier's  grave. 

10.  The  little  child  had  quiet  all  day. 

11.  "Will  you  not  go  and  down?"  asked  Mary. 

12.  The  rain  has  the  dust. 

13.  He  was  shown  the  place  where  the  mummy  . 

14.  He  may  have  the  book  upon  the  couch  where  Fred  is  now. 

15.  Henry,  where  did  you  your  book? 

IG.   I my  pencil  beside  those on  the  table. 

17.  That  coat  has on  that  bench  for  two  weeks. 

18.  He  always  his  books  just  where  he  shouldn't  them. 

19.  Mary  has  not the  paper  where  I  told  her  to  it. 

20.  Do  you  know  where  they  have their  books? 

21.  The  ship  now  at  anchor  where  it  has  for  two  years. 

22.  "Where   have  you  the  books   that   were  on   Gladys'   desk?"   asked 

Miss  Jones. 

23.  After  he  had  ■  there  a  few  moments  John's  faithful  dog  at  his  side. 

his  head  upon  John's  hand. 

24.  He  seemed  to  say,  "You  have  there  long  enough." 

25.  "That  steamer  now  -. in  the  stream  leaves  port  the  third  of  August."  said 

the  captain. 

26.  When  the  king  his  weary  head  upon  his  pillow  he  could  not  help  but  think 

of  Shakespeare's  remark  concerning  crowns  and  heads. 

27.  "I  am  tired  of  seeing  that  paper  on  the  floor,"  said  the  teacher,  "for  it 

has  there  since  morning." 

28.  "He  down  to  rest  an  hour  ago  and  he  is  still  there,"  said  Charles' 

mother. 

29.  The  children  their  flowers  upon  the  graves  of  the  soldiers  who  have  

at  rest  since  the  Civil  War. 

30.  Inmates  are  not  allowed  to  in  bed  after  6  o'clock. 

31.  "That  piece  of  silk  I  on  the  table,"  said  Ida,  "came  from  China." 

32.  The  scythe  has  in  the  rain  so  long  that  it  is  very  rusty. 

33.  Coming  from  Florida,  I  was  surprised  to  find  the  snow  still  on  the  ground. 

sit  set 

34.  "Come  in,"  said  Mrs.  Gray,  "and  s down." 

35.  I  have  been  by  the  window  so  that  I  would  not  miss  you. 

36.  "Who  s in  this  seat  last  term?"^  asked  Roy's  teacher. 

37.  "Who  has  been  s in  my  chair?"  asked  the  big  bear. 

38.  "Who  s in  my  chair  and  broke  it  down?"  asked  the  baby  bear. 

39.  After  Mary  had  s the  bread  by   the  stove   to  r she   1 down 

to  rest. 

40.  The  balloon  had  before  we  arrived  there. 

41.  They  had  1 his  body  in  a  tomb,  but  it  was  now  found  1 in   Egypt's 

hot  sands. 

42.  I  have  s here  waiting  for  you  since  two  o'clock. 

43.  "Will  you  s a  price  on  that  chair?"  asked  the  auctioneer. 

44.  She  had  r long  before  the  sun  r . 

45.  "The  river  has  r four  feet  during  the  night,"  said  the  farmer's  son. 

46.  When  the  Nile  River  r ,  there  is  great  rejoicing  throughout  Egypt. 

47.  The  eagle  r the  child  into  the  air,  but  as  he  was  r the  child  fell. 

48.  The  s hen  should  be  taken  from  her  nest  and  fed. 

49.  I  am  not  sure  where  she  s — the  vase. 

50.  Tlie  hunters  s their  traps  and  then  1 •  in  wait  to  catch  the  animal. 

Review. 

The  trees  are  where  they  fell. 

They  let  the  gun  where  the  man  fell. 

The  man  suddenly  to  his  feet  and  looked  about. 

The  shelf  doesn't  level. 

(133) 


You  have  me  a  hard  task. 

Have  thej-  their  wet  wraps  ou  the  table? 

Did  you  notice  how  the  traps  were V 

How  many  hours  we  had  there,   I   don't  remember. 

The  rules  that  we  must  follow  are  forth  by  the  speaker. 

COMMAS  IN  A  SERIES  AND  IN  APPOSITION. 

Statement. — Apples,  pears,  and  peaehes  are  three  words  in  a  series. 
Therefore,  a  comma  should  be  placed  after  every  one  except  the  last. 
Justify  punctuation,  then  erase  commas  and  have  the  sentences  copied  and 
punctuated. 

1.  Apples,  pears,  and  peaches  grow  in  California. 

2.  They  hung  blue,  green,  and  red  fiags  for  decorations. 

3.  Near  here  are  a  grocery  store,  a  dry -goods  store,  and  a  candy  store. 

4.  As  a  friend,  he  was  faithful,  sincere,  and  trustworthy. 

5.  He  wished   for  his   lunch   bread   and  butter,   strawben-ies   and   cream,   and   coffee 

and  cake. 
<).  There  were  soldiers,  sailors,  and  citizens  seated  at  the  banquet. 
7.   He  visited  Albany,  Boston,  and  Chicago. 

S.  Fishing,  hunting,  and  basket-making  are  industries  carried  on  by  the  Indians. 
9.   She  asked,  "Are  you  fond  of  boating,  tramping,  or  hunting?" 

10.  The  teacher  sent  Mary's  brother,  John's  sister,  and  James'  cousin  on  the  errand. 

11.  We  study  grammar,  spelling,  and  arithmetic. 

12.  It  is  valuable  to  the  farmer,  to  the  manufacturer,  and  to  the  builder. 

13.  The  trees  lay  where  they  had  fallen,   the  horses  stood  where   they  had   been  fed, 

and  the  hay  stood  in  shocks  where  it  had  been  piled. 

14.  He  set  down  cups,  saucers,  and  plates  in  confusion  on  the  table. 

15.  The  Holy  Lands  have  raised  grain,  figs,  and  olives. 

5.  Commas  in  Series. — Review  Pairs  of  Worels,  Capitals,  Possessives, 
Quotations. 

1.  "Our  trip  will  include  Paris,  Berlin,  and  London,"  said  Mrs.  Harris'  daughter. 

2.  "Last  night  at  the  concert,"  said  Myrtle,  "we  heard  three  Italians,  two  Russians, 

and  two  Filipinos  sing." 

3.  The  French  made  many  explorations  around  Lake  Champlain,   the   St.   Lawrence 

River,  and  the  Mississippi  River. 

4.  "Do  you  not  think  Macbeth,   Hamlet,  and  King  Lear  are  some   of   Shakespeare's 

most  interesting  characters?"  asked  Doctor  Adams. 

5.  Silas'  brother  went  there  in  the  morning,  at  noon,  and  again  at  night,  but  no  one 

answered  the  bell. 

6.  "Cora,  Marian,  and  Clifford,"  said  Mrs.  Hale,  "are  now  on  their  way  to  visit  the 

Cliff  House  with  their  Uncle  Ned." 

7.  "That  river,"   said  the  trader,   "was  blocked   with   ice   during  December.   January, 

and  February." 

8.  The  tourists'   trunks  were  sent  to  Naples,   Venice,   and  then  to  Rome  before  they 

reached  their  owners. 
0.   "Do  you  not  know  that  some  of  the  very  best  oranges,  peaches,  apples,  and  prunes 
are  grown  in  California's  fertile  valleys?"  asked  the  teacher. 

10.  That  boy  by  the  window  has  been  secretary,  treasurer,  and  president  of  our  society. 

11.  "Really,"   said   the   mother,   "they   ought   not   spend    their  money   so   foolishly,    for 

they  need  too  many  pens,  pencils,  and  tablets." 

12.  Whether  rowing  a   boat,   playing   football,   baseball,   or   tennis  Francis'   brother   is 

always  first. 

13.  The  gardener  asked,  "Shall  I  plant  roses,  carnations,  or  violets  here?" 

14.  "His  mother,"  said  he,  "held  him  at  arms'  length  and  looked  closely  at   his  eyes, 

hair,  and  features  before  she  knew  him." 

15.  Fourth    of   July,    Thanksgiving,   and    Christmas   are    three    holidays    that    children 

like  best. 
It).  The  thieves'  plunder,  consisting  of  furs,  jewelry,  silver,  and   fine   ornaments,   was 
found  by  Cai)tain  Smith  in  the  ship's  lockers. 

(134) 


Commas  ix  Apposition  : 

Have  on  the  board  about  four  of  Ihc  .sentences  for  tliis  ui-oup.  Call  on  a 
child  to  read  the  first  sentence.  Make  the  statement:  llif  (jardcncr  for 
Golden  Gate  Park  follows  the  word  ^ohn  explaining-  who  ,Jolii\  is.  There- 
Jore,  the  words  tlie  gardener,  etc.,  are  set  off  by  coinina.s.  Show  them  that 
to  ''set  off"  two  commas  are  required.  Use  the  remainder  of  the  sentences 
in  tlie  same  way.    Do  not  nse  the  term,  "in  apposition." 

1.  Johu.  the  sardeuer  for  Golden  Gate  Park,  died  yesterday. 

2.  The  rifle  belougs  to  my  friend,  the  hunter. 

0.  Shakespeare,  the  Bard  of  Avon,  was  born  in  15G4. 

4.  Longfellow,  the  people's  poet,  was  born  in  1807. 

5.  He  shot  the  enemy  with  his  father's  gun,  a  large  weapon. 

G.  The  eagle,  the  largest  of  birds,  is  the  sign  of  American  liberty. 

7.   The  Bible,  the  sacred  book  of  Christians,  is  read  by  millions  of  people. 

Call  attention  to  these  sentences.  Notice  that  steamboat  comes  before  the 
name  of  the  vessel,  that  neither  capital  letter  nor  commas  are  necessary. 
The  children  mitst  simply  learn  to  write  these  sentences  throngh  drill.  The 
explanation  usually  given  that  the  connection  is  too  close  to  require  commas 
means  so  little  to  children  that  it  is  not  worth  while  to  give  it. 

1.  The  steamboat  .Jennie  came  into  harbor  yesterday. 

2.  My  sister  Elizabeth  is  in  Los  Angeles. 

3.  John's  dog  Xero  rescued  the  drowning  man. 

4.  The  battleship  Oregon  was  built  in  San  Francisco. 

.5.   She  tried  to  induce  her  brother  Tom  to  take  her  to  Golden  Gate  Park. 

6.  The  poet  Longfellow  wrote   the  Children's   Hour. 

7.  His  son  John  is  now  the  mayor  of  a  large  city. 

5.  Mr.    Brown,    a   citizen   of   the    United    States,    educated    his    son    Tom    in    Oxford, 

England. 
9.  The  tugboat  Slocum  went  down  the  bay  to  meet  the  visitors. 
10.  The  launch  Bessie  came  to  the  aid  of  the  ferryboat  Berkeley. 


This  dictation  contains  capitals  for  proper  names,  commas  for  words 
of  a  series,  name  of  a  city  followed  by  the  name  of  a  state,  abbreviations, 
contractions,  time  of  day,  possessives  and  quotations.  If  the  children  have 
not  had  all  these  subjects,  omit  until  some  future  time. 

He  was  tired  of  the  city.  The  rush  of  people  at  their  work  distuil)t'il  him  by  day. 
The  noise  of  the  cars  kept  him  awake  at  night.  "Let's  go  to  the  country,  my  son,"  he 
said  one  night.  "We'll  see  about  it  to-morrow."  Rob  was  delighted.  He  had  often 
longed  to  live  in  the  country.  Now  his  opportunity  had  come.  His  dreams  that  night 
were  of  green  grass,  beautiful  trees,  and  rocky  streams. 

The  next  day  Mr.  Smith  made  arrangements  to  exchange  houses  with  a  Mr.  Brown 
of  Summerville,  California,  for  si^x  months.  B§-  ten  o'clock  everything  was  packed.  Eight 
o'clock  the  following  day  found  t'hem  at  the  station. 

The  three  days'  journey  to  Summerville  was  very  pleasant.  They  found  the  house 
and  grounds  entirely  satisfactory.  It  did  not  take  long  to  put  up  swings  and  hammocks. 
Rob  began  immediately  to  explore  the  country.  He  soon  found  where  there  were  the 
most  birds'  nests,  the  largest  trout,  and  the  prettiest  flowers.     Rob's  father  improved  daily. 

When  it  was  time  to  go  back  to  their  city  home,  the  whole  family  were  so  fond  of 
the  country  that  they  wrote  to  the  owner  asking  to  buy  the  place.  He  was  as  glad  to 
sell  as  Mr.  Smith  was  to  buy.  Now  Rob  goes  to  the  nearby  school.  He  is  as  happy  a 
boy  as  can  be  found  any  place. 


(135) 


REVIEW  OF  PRIMARY  TEXT. 

How  to  write  the  name  of  a  city  followed  by  the  name  of  a  state;  how 
to  write  dates,  numbers,  contractions,  and  abbreviations. 

Some  drill  has  already  been  given  upon  these  topics,  therefore  the  sen- 
tences that  follow  will  be  in  the  nature  of  a  review. 

Make  the  statement  of  the  facts  very  simple.  California  is  the  name  of 
a  state  following  the  name  of  a  city.  Therefore,  California  is  set  off  by 
commas.  Call  attention  to  the  fact  that  under  these  circumstances  Cali- 
fornia may  be  abbreviated.  When  it  is  abbreviated  a  period  and  a  comma 
follow.  Teach  them  to  use  as  few  abbreviations  as  possible,  and  not  to 
abbreviate  a  word  at  the  end  of  a  sentence.  Tell  the  children  that  figures 
in  a  composition  do  not  look  well,  unless  the  composition  is  one  where 
statistics  are  being  given.  There  are  some  numbers,  though,  that  are  nearly 
always  given  in  figures — dates  and  numbers  that  require  more  than  two  or 
three  words  to  write  out.  A  number  that  isn't  an  exact  one,  as  about  four 
thousand  five  hundred  is  always  written  in  words  and  any  number  at  the 
beginning  of  a  sentence  is  written  in  words.  In  a  business  letter  many 
figures  are  allowed  that  would  not  be  in  friendly  correspondence. 

A  simple  statement  for  the  fact  about  numbers  is :  But  two  words  are 
required  to  write  two  thousand.    Therefore,  words  are  used. 

Contractions  are  most  easily  taught  in  a  list  as  a  spelling  lesson.  When 
the  children  can  write  the  list  perfectly,  have  them  supply  the  apostrophe 
in  the  contractions.  The  following  list  contains  the  contractions  in  common 
use.    See  also  pages  32  and  53. 

can't  we'll  don't  hasn't 

isn't  you're  I'd  hadn't 

'tis  let's  I'll 

there's  doesn't  I'm 

1.  Congress  will  always  meet  in  Washington,  D.  C,  every  two  years. 

2.  He  asked,  "Was  he  sent  to  Louisville,  Ky.,  to  look  for  employment?" 

3.  Some  people  go  to  Saratoga,  N.  Y.,  to  spend  the  summer. 

4.  They  said,  "Here  are  the  goods  that  should  he  sent  to  Cleveland.  Ohio,  next  week." 

5.  He  used  to  live  in  Charleston,  South  Carolina. 

6.  "This  road  will  lead  too  far  away  from  our  camp."  said  they. 

7.  He  was  too  weak  to  be  moved  even  two  miles. 

8.  I  have  heard  that  she  doesn't  sing  well. 

9.  About  fifty  came  to  the  party. 

10.  We  shall  go  on  our  picnic  Saturday,  January  24,  1909. 

11.  He  rode  6,910  miles  on  the  train. 

12.  They  will  reach  Carson  City,  Nevada,  too  late  for  the  stage. 

13.  Why  doesn't  he  go  Monday,  May  6,  1909? 

14.  I  don't  want  to  go  because  she  doesn't  want  to. 

15.  There  are  many  good  stores  in  San  Jose,  California. 

16.  They  came  to  San  Francisco  October  1,  1849. 

17.  Mischief  doesn't  ever  bring  reward  to  any  one. 

18.  "Mary,  John,  Alice,  and  I  visited  Chicago.  111..  October  18,  1902,"  said  Fred's  sister. 

19.  On  Decoration  Day  the  veterans  and  the  soldiers,  too,  gathered  at  the  statue  to  pay 
their  respects. 

20.  "I  shall  leave  Oakland,  Cal.,  on  the  G.20  p.  m.  train  Friday.  September  10,"  said 
Mrs.  Brown. 

21.  They  took  their  sister  to  the  park,  too. 

22.  I  went  to  town  to  buy  a  hat. 

23.  One  of  the  largest  gold  mines  is  located  in  Lead,  South  Dakota. 

24.  If  he  had  gone  to  St.  Paul,  Minn.,  he  would  have  obtained  work. 

(136) 


LT).   I'm  too  tiri'd  to  work  and  shall  lie  down  for  a  while. 

I'ti.   Mrs.  Clark  said.  "John's  birthday  will  come  on  the  fourth  of  Octoi)er." 

21.  He  wanted  to  buy  a  new  grate  for  their  house. 

28.  We  don't  lay  the  books  on  the  floor. 

29.  She  is  going  to  Los  Angeles,  Cal.,  to  visit  her  sister. 

30.  Mary  and  Jack's  mother  is  here  to  hear  the  song. 

31.  "When  in  Cleveland.  Ohio,  I  received  a  letter  from  James"  mother,"  said  Mrs.  Jones. 

32.  When  I  counted  up  my  rabbits  to-day  I  found  nine  black  ones,  three  white  ones, 
and  four  spotted  ones. 

33.  John  collected  $5.10,  Fred  $4.2;".  and  Tom  .$3.0.")  for  the  baseball  team. 

34.  Our  i-oom  has  4,")  desks.  10  of  which  are  large  sized,  10  medium  sized,  and  2.")  small. 
(These  numbers  may  be  written  with  words.) 

35.  The  returns  showed  twenty-one  killed,  forty-four  wounded,  and  thirty-nine  missing. 
3(i.   I  bought  sugar  to-day  at  414  cents  per  pound. 

37.  "While  in  W^shingon,  D.  C,  did  he  see  President  Taft?"  asked  Doctor  Lee. 

38.  St.   Louis,  Mo.,  Portland,  Ore.,  and   San  Francisco,  Cal.,  are  a  few  of  the  most 
prominent  western  cities. 

39.  "Where  is  the  young  lady  who  was  with  us  last  spring  in  New  Orleans,  Louisiana?" 
asked  they. 

40.  "We  visited  one  of  the  largest  meat-packing  houses  in  the  world  while  in  Chicago. 
Illinois,"  said  Mr.  Stone.  , 

41.  "He  left  here  on  the  two  o'clock  train  for  Memphis.  Tennessee,"  said  Fred,   "to 
deliver  a  talk  at  the  State  University." 

42.  "Is  your  home  in  Jamestown,  Virginia?"  asked  Tom. 

43.  "We  arrived  at  Boston  July  1st,"  said  Mary,  "and  on   the  third  of  July  at  two 
o'clock  left  for  New  York." 

44.  "The  ice  won't  melt  before  April  15th,"  answered  the  sailor. 

45.  "We'i'e  going  to  New  York  the  seventh  of  January,"  said  Ralph,  "and  expect  to 
return  June  18th." 

40.  They  will  cross  the  Bay  in  time  to  catch  the  train  that  leaves  at  5.30  in  the  evening. 

47.  "We'll  arrive  there  almost  too  early  for  the  spring  season  if  we  leave  February 
4th,"  said  Douglas'  mother. 

48.  It  was   Wednesday,   June   6,   1905,   when   Uncle   Joe,   Aunt   Emma,   and   th?   two 
children  returned  from  Europe. 

49.  "Yes,"  I  said,  "you  left  February  21st,  the  day  before  Washington's  Birthday." 

50.  "Monday,  March  5th,  our  class  went  to  the  City,  took  the  car  at  the  Ferry,  rode  to 
the  Park,  and  from  there  walked  to  the  Beach,"  said  Jean. 

51.  "To-day,"  said  the  teacher,  "is  June  11.  1909." 

52.  "Are  you  going  to  leave  for  China  on  the  4.30  p.  m.  boat  the  2d?"  asked  Mr.  Clark. 

53.  Their  regular  monthly  meeting  will  be  held  Friday  evening,  November  1.5th. 

54.  "That  piece  of  paper,"  said  the  officer,  "has  three  dates  written  clearly  upon   it, 
February  5th,  April  3d,  and  September  24th." 

55.  "We  shall  arrive  in  St.  Petersburg,  Russia,"  said  Mr.   White,   "the  eighteenth  of 
May  at  about  7.30  a.  m." 

5G.   "They'll  cross  the  Bay  with  her  and  see  her  safely  home,  if  she'll  stay,"  said  the 
children's  mother. 

57.  "Let's  go,"  said  Emmet,  "to  see  if  he'll  go  to  Seattle,  Wash.,  with  us  and  do  what 
we've  planned." 

58.  "You've  had  a  good  time,  haven't  you?"  asked  Mrs.  Scott. 

59.  "I've  eaten  four  biscuits,  two  oranges,  and  a  piece  of  cake,  too,  but  it  doesn't  seem 
to  satisfy  me,"  said  Gladys'  sister. 

(50.   In  some  parts  of  the  world  the  trees'  branchts  are  covered  with  snow,  while  in  Los 
Angeles,  Cal.,  the  flowers  are  most  beautiful. 

61.  "I'll  not  be  ready  to  go  to  the  City  before  evening,"  said  Henry,   "so  don't  wait 
for  me." 

62.  "Then  I'll  return  before  you're  ready  to  leave,"  said  his  brother. 

63.  "They're  not  going  to  have  the  picnic  until  the  Fourth  of  .luly."  said  Miss  Brown. 

64.  'Tis  true  that  she's  never  been  there  since,  and  I'm  glad  that  she  hasn't. 

6.5.  There's  to  be  a  teachers'  meeting  there  next  Friday  afternoon.  ISIarch  30th,  at  three 
o'clock. 

66.  "Aren't  you. going  to  tell  us  since  we've  waited  so  long?"  asked  she. 

67.  "Isn't  he  the  writer  you've  told  me  about  so  often,"  asked  Grace,  "the  one  whose 
story  we're  reading  now?" 

(137) 


68.  He  sailed  for  Liverpool,  England,  last  Monday  with  Mr.  and  Mrs.  Simpson. 

69.  Pizarro,  the  conqueror  of  Peru,  was  a  Spaniard. 

70.  "He  was  born  in  Santa  Barbara,  California,  January  3,  1905,"  said  Miss  Jackson. 

71.  My  father's  name  is  John  Winthrop,  Jr. 

72.  He  went  to  the  City  June  3,  1906,  and  returned  to  Cleveland,  Ohio,  the  following 
February. 

73.  Mrs.  B£tsy  Ross  made  our  first  flag  at  her  home  in  Philadelphia,  Pennsylvania. 

74.  "Haven't  you,"  asked  Fred,  "told  James'  parents  of  his  accident?" 

75.  "He  hasn't  spoken  too  loudly  for  many  days,"  said  the  teacher. 

Numbers  and  Review. 

1.  "Nine    hundred    loaves   of   bread    are    made   every   day    on   board    the   Charleston," 

said  the  captain. 

2.  "It's  their  intention,"  said  he,  "to  buy  a  six  thousand  dollar  automobile  for  their 

son." 

3.  "About  three  hundred  fifty  people  have  arrived  already,"  said  Ruth. 

4.  Didn't  their  father  come  to  California  fifty-five  years  ago? 

5.  The  diameter  of  the  earth  at  the  Equator  measures  7,925.0  miles. 

0.  "We've  been  away  since  April  15th,  just  sixteen  days."  said  Mabel,   "and   we're 

glad  to  get  home  again." 
7.  There  were  1,265  people  on  board  the  ship  at  the  time  of  the  wreck  and  only  235 

escaped  drowning. 
S.  On  Christmas  night  Washington's  army  of  about  two  thousand  five  hundred  men 

crossed  the  Delaware  River,  marched  nine  miles  through  the  blinding  snow,  and 

captured  one  thousand  prisoners  at  Trenton,  New  Jersey. 
9.   "We'll  all  meet  on  the  corner  of  Twenty-second  and  Mission  streets  at  nine  o'clock 

Thursday  morning,"  said  Clara. 

10.  "Seventeen  acres  of  this  land,"  said  Harold,  "have  been  sold  at  $325  per  acre." 

11.  "Have  you  read  the  directions  on  pages  185,  201,  and  250?"  asked  Charles'  teacher. 

12.  At  the  close  of  the  seventeenth  century,  the  Dutch  were  the  rulers  of  Europe. 

13.  "Yes,  Mr.  Burns,"  he  said,  "these  two  books  are  yours." 

14.  The  new  safety  reservoir  now  being  built  in  the  City  at  the  corner  of  Waller  and 

Webster  streets  will  contain  eighty  thousand  gallons  of  water. 

15.  It  was  not  known  by  many  in  1492  that  the  earth's  surface  is  round. 

16.  "I  know,"  said  John,  "that  it  is  about  fifty  miles  from  San  Francisco  to  San  Jose." 

17.  "In  1900  the  population  of  New  York  was  3,437,202,"  said  Mr.  Turner. 

18.  The   Isthmus  of   Suez  is  a   narrow   neck   of  land   about  seventy-two  miles   across. 

connecting  Africa  with  Asia  and  separating  the  Mediterranean  and  Red  seas. 

19.  Mount  Everest,  the  highest  mountain  in  the  world,  is  29,000  feet  in  height. 

20.  About  one  hundred  fifty-eight  thousand  square  miles  is  the  area  of  our  state. 

21.  "There  were  twenty-five  men  placed  there  to  guard  the  prisoners  and  keep  peace." 

stated  the  guide. 

22.  The  factory  now  employs  one  hundred  seventy-five  men  to  operate  this  machine. 

23.  Fifty-nine  years  ago  California  was  made  a  state. 

24.  "We  are  to  have  eight  weeks'  vacation  this  summer,"  said  the  children. 

25.  There  are  one  hundred  forty-four  sheets  of  paper  in  one  quire. 

This  dictation  contakis  possessives,  pairs  of  words,  and  commas  between 
words  in  a  series.  If  the  children  have  not  had  these  topics,  omit  until 
some  future  time. 

Dictation : 

About  two  months  ago,  two  boys  decided  to  go  to  their  uncle's  farm  for  a  few  days' 
vacation.  They  loved  to  hear  their  parents  talk  about  the  old  farm  house.  Their  mother 
was  born  there,  and  she  had  often  played  by  the  river  which  ran  past  the  garden. 

When  the  boys  told  the  plan  to  their  mother  she  was  pleased.  She  began  at  once  to 
tell  them  of  the  places  where  they  would  have  the  best  time. 

There  were  swings,  boats,  and  ponies.  Here  and  there  were  splendid  places  for  picnics. 
Down  by  the  old  well,  too.  was  a  fine  place  to  play. 

After  spending  many  days  preparing  for  their  journey,  the  two  boys  saw  their  trunks 
taken  to  the  station.  Here  a  surprise  awaited  them.  A  number  of  their  friends  were 
there  to  see  them  off.  Good-byes  were  soon  said,  and  the  train  pulled  out  with  two  happy 
boys. 

(138) 


When  I  was  a  boy  I  lived  far  oul  in  the  West.  Illinois  was  tlie  far  West  ilu-n.  Few 
I)€ople  lived  there,  and  Indians  roamed  the  forests.  We  didn't  have  large  schools  as  you 
children  have.  Our  school  was  a  rough  log  cal)in.  I  had  to  ride  two  miles,  and  some 
children  had  to  come  even  a  greater  distance.  We  had  school  for  only  a  few  months  in 
summer,  for  when  winter  came  it  was  too  stormy  to  go  out. 

There  was  always  much  work  to  be  done  on  our  farm,  and  when  I  was  not  at  school 
I  helped  father.  Often  we  would  not  finish  until  late  at  night.  Water  from  the  well  had 
to  be  brought  in,  the  cows  had  to  be  milked,  the  chickens  fed.  the  plowing  done,  and  many 
other  things  around  the  farm.  The  children  of  those  days  had  to  work  very  hard.  Then 
he  closed  his  eyes  and  added.  "8onio  time  I  will  Idl  vdu  more  about  those  days.  I  am 
too  tired  now." 

This  dictation  contains  capitals  foi-  proper  names,  commas  for  the  name 
of  a  city  followed  by  the  name  of  a  state,  quotations,  and  pairs  of  words. 
If  the  children  have  not  had  these  topics,  omit  until  some  future  time. 

The  Quaker's  little  girl  sat  upon  the  doorstep  of  her  home  in  Philadelphia.  Penn- 
sylvania, eating  her  bowl  of  bread  and  milk. 

Now  and  again  the  mother  and  father  heard  their  child's  voice  saying,  "Thee  must 
keep  on  thy  own  side.     Thou  hast  had  enough." 

Wondering  what  the  child  was  talking  about,  the  two  went  quietly  to  the  door.  There 
sat  the  child  lightly  tapping  the  head  of  a  large  snake  that  was  eating  his  share  of  the 
little  girl's  breakfast.    Again  the  little  voice  asked.  "Will  thee  not  keep  on  thy  own  side?" 

The  father's  arms  went  quickly  about  his  little  daughter.  The  mother's  eyes  filled 
with  tears  when  she  saw  the  object  upon  which  her  own  gentle  teachings  were  being 
practiced. 

This  dictation  contains  capital  letters  for  titles,  time  of  day,  and  quota- 
tions.   If  the  children  have  not  had  these  topics,  omit  until  some  future  time. 

The  teacher  said,  "I  wish  every  one  to  stay  after  school  to-night."  Fierce  looks  passed 
from  one  to  another.  The  cause  of  the  punishment  was  unknown.  Every  one  was 
wondering  why.     A  feeling  of  uneasiness  was  very  noticeable  on  each  face. 

At  last  three  o'clock  came.  The  teacher  announced,  "Colonel  Smith  has  brought  his 
teams  and  will  take  us  for  a  ride."  "What  a  surprise,"  they  shouted,  as  they  climbed  into 
the  wagons. 

Capitals  Continued, 

For  the  method  of  presenting  the  work  see  p.  120.  These  exercises  con- 
tinue the  work  given  before.  Make  the  statements  concrete.  General  is  a 
title.  Therefore,  General  begins  with  a  capital  letter.  Civil  War  is  the 
name  of  a  well-known  event.  Therefore,  Civil  and  War  begin  with  capitals. 
Democrats  is  the  name  of  a  political  party.  Therefore,  Democrats  is  written 
with  a  capital  letter. 

Go  over  the  sentences  orally  first,  justifying  the  use  of  the  capitals. 
Afterward  put  the  sentences  on  the  board  without  capitals.  Have  the 
children  copy,  supplying  the  proper  capital  letters. 

Use  the  sentences  for  dictation  at  the  board.  Have  the  children  write 
sentences  containing  titles,  names  of  political  parties,  corporations,  etc. 

Tell  the  children  that  few  abbreviations  for  titles  of  honor  should  be  used. 
It  is  better  to  write  them  out.  However,  the  following  abbreviations  are 
used.  Each  must  be  followed  by  a  period:  Mr.,  ]Mrs.,  Jr.,  and  Sr.  If  M.D., 
A.B.,  or  P.H.D.  is  used  it  follows  the  name,  is  separated  from  it  by  a 
comma,  and  is  used  as  here  written. 

1.  George  Meredith,  the  English  novelist,  died  in  London  on  the  18lh. 

2.  The  Turkish  Government  has  offered  the  Jews  a  large  body  of  land  for  their  new 

Jewish  nation. 

3.  "The  Senator  couldn't  ask  for  a  more  satisfactory  answer."  she  said. 

10— BUL.  9  (139) 


4.  At  Tulare  the  First  National  Bank  has  let  the  contract  for  what  will  be  one  of 

the  finest  buildings  in  the  San  Joaquin  Valley. 

5.  The  first  carload  of  cherries  sold  in  New  York  this  season  was  from  Sacramento 

Valley  orchards,  and  brought  over  $4,000. 

6.  The  representative  of  the  Republican  party  was  made  president  at  the  last  election. 

7.  The  Torrid  Zone  is  bounded  on  the  north  by  the  North  Temperate  Zone  and  on 

the  south  by  the  South  Temperate  Zone. 

8.  The  Young  Women's  Christian  Association  has  made  it  possible  for  many   poor 

young  women  to  earn  a  living. 

9.  She  wore  a  dress  of  china  silk  imported  on  a  Chinese  steamer. 

10.  The  Democrats  twice  elected  Cleveland  president. 

11.  While  in  Washington  we  shook  hands  with  President  Taft.     We  visited  Congress, 

which  happened  to  be  in  session.     The  Senate  was  listening  to  an  address  by 
General  Brown.     The  clerk  was  reading  a  bill  to  the  House  of  Representatives. 

12.  The  bill  passed  the  Senate,  but  was  held  up  in  the  Assembly. 

13.  Each  of  the  Assembly  Districts  contains  from  forty  thousand  to  eighty   thousand 

inhabitants. 

14.  "Are  you  insured  in  the  Hartford  Fire  Insurance  Company?"  he  asked. 

15.  The  Board  of  Supervisors  passed  a  bill  prohibiting  gambling  in  many  forms. 

16.  The  trip  down  Bright  Angel  trail  at  the  Grand  Canyon  of  Arizona  is  very  thrilling. 

17.  The  decision  of  the  Supreme  Court  removed  all  doubt  of  the  man's  guilt. 

18.  The  Republican  party  voted  to  repeal  Rule  No.  12. 

19.  His  ambition  was  to  go  to  Congress. 

20.  He  called  in  Doctor  Jones  to  attend  the  sick  man. 

21.  At   the    commencement    exercises    of    the    University    of    California    James    Bryce, 

P.H.D.,  delivered  the  address. 

22.  Y'esterday  Reverend  Brown  preached  a  sermon  on  justice. 

23.  The    topic   of   discussion    between    Professor   Brown    and    Doctor    Smith   was   the 

Negro  Problem  as  interpreted  by  the  North  and  the  South. 

24.  From  1870  to  1890  the  Democratic  party  was  in  control  of  New  York  City. 

25.  From  the  time  of  the  immigration  after  the  Great  Famine  up  to  1880  the  Irish 

peasants  lived  in  a  solid  mass  from  the  East  River  to  Five  Points. 

26.  As   a   result   of   the   persistent    efforts   of   the   Police    Department,    criminals    were 

forced  to  leave  the  city. 

27.  In  Haverland,   one  of  the  ancient  Dutch   towns  on   Long   Island,   there  stands  a 

little  cottage. 

28.  The  Liberator  is  the  official  organ  of  the  League  of  Justice. 

29.  The  engineer  went  to  Toledo  on  the  Lake  Shore  Railroad  to  attend  their  convention. 

30.  This  fall  Emperor  William  will  visit  King  Edward  in  London. 

31.  Utah  is  the  home  of  the  Mormons. 

32.  In  New  Orleans  are  found  Creoles,  negroes,  and  mulattoes. 

33.  Every  morning  at  breakfast  he  reads  the  Call. 

34.  "Is  the  Crisis  a  story   of  the  Civil  War?"  she  asked. 

35.  The  battleship  Oregon  was  built  at  the  Union  Iron  Works  in  San  Francisco. 

36.  There  are  two  houses  in  Congress,  the  Senate  and  the  House  of  Representatives. 

37.  They  honored  Senator  Brown  by  making  him  chairman  of  a  responsible  committee. 

38.  California  has  two  senators  and  eight  representatives  in  Congress. 

39.  The  State  Legislature  convenes  in  Sacramento  every  two  years. 

40.  The  State  Legislature  of  California  consists  of  the  Senate  and  the  Assembly. 

41.  A  congressman  must   be   at   least  twenty-five   years   of   age,   and   a   senator   thirty 

years  of  age. 

42.  "I  shall  be  a  senator  when  I  grow  up,"  said  the  boy. 

8.  This  dictation  contains  capitals  for  proper  names,  holidays,  titlas,  and 
corporations,  and  pairs  of  words.  If  the  children  have  not  had  these  topics, 
omit  until  some  future  time. 

It  was  a  gala  week  in  Summerville.  The  first  time  in  local  history  there  was  to  be 
a  festival.  To-day  the  big  parade  was  to  take  place.  Flags  and  bunting  had  been  hung 
out  along  the  line  of  march.     It  reminded  a  visitor  of  the  Fourth  of  July. 

Governor  Brown  was  to  ride  at  the  head  of  the  procession.  The  Board  of  Super- 
visors, the  Chamber  of  Commerce,  and  the  Board  of  Education  were  to  be  in  line. 
Much  time  had  been  devoted  to  the  float  to  carry  the  Goddess  of  Liberty  and  her 
attendants. 

(140) 


These  were  nut  the  uiily  Ti'^tiires.  There  were  tu  be  lluals  re|irt'.sentiii.u  the  dilTereiit 
lu(histries  of  the  surrouiulins  country,  decorated  carriajrcs  and  automobiles,  and  citizens 
iu  line.  The  Grand  Aruly  veterans  had  their  phtce.  The  Native  Sons.  tdu.  were  to  lie 
there.  Last,  but  not  least  in  importance,  wi're  all  tlie  scliodl  ehildri'U  <lressr(l  in  wliitc 
carrying  flags,  and  marching  two  by  two. 

Capitals  and  Review  op  Pairs  of  Words,  CapitaXs,  Possessives,  Quota- 
tions, Commas  in  Scries  and  Apposition,  City  and  State,  Dates,  Abbrevia- 
tions, Contractions,  Xnmbcrs. 

1.  Boston.  Mass.,  one  of  our  oldest  cities,  was  founded  by  the  Puritans  in  Hi30  on  a 

small  peninsula  between  the  Charles  River  and  the  harbor. 

2.  Because  of  the  large  shipment  just  received  from  the  Orient,  there  will  be  a  sale 

of   china    silk,    surah    silk.    Japanese    bric-a-brac,    and    Oriental    rugs    Tuesday, 
February  3d,  at  two  o'clock. 

3.  "We  visited  the  Tower  of  London."  said  ^liriani.  "the  oldest  buiUlinu  used  l)y  the 

government  in  England." 

4.  Here  may   be   seen   Queen    \'ictoria"s   crown,    containing    three    thousand   beautiful 

diamonds. 

.J.  "The  steamer  Mongolia  was  due  in  the  Orient,"  said  the  captain,  "before  thu 
storm  arose." 

G.  July  4.  1776,  the  Declaration  of  Independence  was  signed  in  the  State  House  in 
Philadelphia.  Pennsylvania. 

7.  "There,  too.  from  May  to  September  sat  the  Convention  wliicli  framed  the  Con- 
stitution of  the  United  States."  said  Jack. 

5.  "Don't  you   think   the  English   Pilgrims"   voyage   in    the   Mayflower   is   one  of   the 

most  interesting  stories  in  history?"  asked  the  boy. 
9.  The  captain  of  that  ship  received  a  fine  gold  medal  from  the  Emperor  of  Germany. 

10.  The  Secretary  of  Agriculture,  who  will  go  to  Southern  California  to  investigate 

the  blight  of  the  walnut  tree,  arrived  in  the  City  June  twenty-third  and  will 
leave  to-night  on  the  7  :30  train. 

11.  Mr.   Roosevelt,  ex-president  of  the  United   States,   is  admired  by  both  Democrats 

and  Republicans. 

12.  "My  parents*  desire  is  to  go  west  to  Alaska."  said  Ethel,  "and  come  back  through 

the  Southern  States." 

13.  The  Stars  and  Stripes  as  we  now  have  them  were  adopted  by  Congress  June  14, 

1777: 

14.  "The  East,  the  West,  the  North,  the  South."  said  the  speaker,  "are  again  united 

and  prosperous." 

15.  The    Sequoia   National   Park   of   161.280  acres   and   the   General   Grant   National 

Park  of  2,560  acres  were  established  by  act  of  Congress  October  1.  1S90. 

16.  The   next   year.   March   16.    1901,   the   Legislature   appropriated   .$250,000   to   buy 

3.800  acres  of  forested  land  in   Santa  Cruz  and  San  Mateo  counties,  south  of 
San  Francisco. 

17.  This  grove  is  known  as  California  Redwood  Park,  and  is  controlled  by  a  board 

consisting  of  the   Governor,   the   Secretary   of  State,   the   Attorney-General,   and 
the  State  Forester. 

18.  In  Egypt  the  year  is  divided  into  three  well  marked  seasons,  summer,   flood,  and 

winter. 

19.  The  summer  season  extends  from  the  first  of  April  to  the  end  of  July.     The  flood 

season  begins  the  first  of  July  and  lasts  till  the  end  of  November,  when  the  river 
overflows  its  banks. 

20.  God.  the  Infinite  One.  the  Father,  the  Holy  Ghost,  the  Most  High,  our  Lord  Jesus 

Christ  are  all  names  of  the  Deity. 

21.  Since  the  time  of  Edward  I,  all  the  sovereigns  of  England  have  sat  in  the  great 

Coronation  Chair  in  Westminster  Abbey  to  be  crowned. 

22.  "Yes,  he  is,  without   doulit."  said  Captain   May.   "the  ablest  man   iu    the  state  of 

New  York." 

23.  "How  many  times,"  asked  l'liilii>.  "was  (ieorge  Washington  niadi'  President  of  the 

United  States?" 

24.  The  Knights  of  the  Round  Table  flourished  in  the  reign  of  King  Arthur. 

25.  "A  message  from  the  President  and  also  ex-President  Roosevelt  was  read  in  the 

Senate  last  Wednesday,"  said  Senator  Carter. 

(141) 


26.  "The  Turks"  reiuforcpineuts  reached  Coustantiuople  just  iu  time  to  greet  the  new 

Sultan,"  said  Harry. 

27.  The  sword  girded  on  the  new  monarch  Mohamed  V  is  the  ancient  sword  worn  by 

thirty-four    of    his    ancestors,    twenty-eight    of    them    since    Constantinople    was 
conquered. 

28.  The  East   India   Company  and   other  companies  sent  out  many   men   to  establish 

trading-posts  in  America. 

29.  "In    London,    England,   one's   attention   is   always   called    to   the   place   where   the 

Christians,    Roman   Catholics   at   one    time,    and   Protestants    at   another,   were 
burned  at  the  stake,"  said  Lieutenant  Gray. 

30.  Martyrs'  sufferings  have  made  this  place  sacred. 

31.  The  Children's  Crusade  was  led  by  a  French  peasant  lad.  who  felt  that  he  was 

commanded  to  lead  a  crusade  of  children. 

32.  The  French  children  numbered  about  thirty  thousand. 

33.  Many   fallen  knights  now  lay  about   their  king,  who  had  lain   on   the  battle   field 

since  morning. 

34.  Decoration  Day.  May  30th,  the  veterans  and  soldiers,  too.  gathered  at  the  National 

Cemetery  to  pay  their  respects. 

35.  "The  North  and  South  suffered  greatly  during  the  Civil  War,"  said  the  general. 

36.  The    English   king.   Richard   the   Lion-hearted,    was    the   central   figure   among   the 

Christian  knights  of  the  Third  Crusade. 

37.  "My  men,"  said  Canute,  "there  is  only  one  King  who  is  all  powerful,  and  it  is  He 

who  rules  the  sea  and  sky." 

38.  We  must  leave  the  City  at  7.20  a.  m.  in  order  to  meet  their  mother  at  the  Oakland 

Mole. 

39.  Lincoln  worked  hard  to  keep  the  states  of  the  Fnited  States  together,  for  he  knew 

that  the  Union  could  not  exist  half  slave  and  half  free. 

40.  Greenland  is  in  the  northern  part  of  the  Western  Hemisphere. 

41.  We  visited  the  United  States  Naval  Academy  at  Annapolis.  Md.,"  said   Admiral 

Nelson,  "and  then  took  a  trip  to  the  United  States  Military  Academy  at  West 
Point,  New  York  State." 

42.  Some  gipsies,  going  north,  passed  here  about  the  beginning  of  fall. 

43.  Two  members  of  the  Board  of  Education  visited  our  school  last  week. 

44.  For  many  years  people  have  expected  a  civil  war  in  Russia. 

45.  "The  colonel,  being  a  very  sensible  man,  referred  the  matter  to  the  general,"  said 

the  lieutenant. 

Additional  Sentences. 

1.  The  President  and  Postmaster-General  sent   for  the   postmaster  of  our   town   and 

the  secretary  of  our  society. 

2.  The  Spanish  ships  were  destroyed  by  the  English,  assisted  by  their  French  allies. 

3.  He  said,  "The  West  is  prosperous  and  I  shall  leave  for  there  next  summer." 

4.  "Who  took  May's  little  brother  to  the  Cliff  House  Admission  Day?"  asked  Sarah. 

5.  He  said  to  King  Arthur,  "God  bless  you.   Sir  King,  and  all   the  Knights  of  the 

Round  Table." 

6.  Then  Lancelot  gave  him  the  order  of  knighthood  and  bade  him  godspeed. 

7.  He  went  to  the  Arctic  Zone  and  brought  back  some  Arctic  ivory. 

8.  Cooper's  Medical  College  has  become  part  of  Stanford  University. 

9.  "Did  you  see  Aunt  Jane  and  her  nephew,  my  cousin,  at  the  Alaska-Yukon  Exposi- 

tion?" she  asked. 

10.  The  government  tug  Relief  went  down  the  bay  to  meet  the  Korea. 

11.  The  United   States  of  America   is   the  vast  territory   reaching   from   the   Atlantic 

Ocean  to  the  Pacific  and  from  Canada  on  the  north  to  Mexico  on  the  south,  as 
well  as  the  great  land  of  Alaska  and  the  many  islands  beyond  the  seas. 

12.  At   the   time  of  the   French   and   Indian   War   there   were   vast   areas   of  land   in 

Virginia  and  throughout  the   South  and  West,   of  which  the  ownership  was  in 
doubt  and  the  location  not  even  known. 

13.  Many  students  of  history   are  wondering   what  development   will    result   from    the 

meeting  of  the  Occident  and  the  Orient. 

14.  Mr.   Smith   went   to   the   Far  East  and  returned   with   china   silk.    India   ink,   and 

tropical  plants. 

15.  We  steamed  into  the  Bay  of  Naples  on  a  beautiful  summer  afternoon.     It  is  a 

bay  with  which  our  own  San  Francisco  Bay  is  often  compared. 

(142) 


lt>.   New  York  City,  in  tlu'  state  of  Ni'w  York,  is  the  iiictnipolis  of  our  couiilry. 

17.  The    Senator  just   referred    t()    was    sent    to    the    Lej;islalure    heoause    we    helieved 

him  to  be  a  trne  representiitive  of  the   people. 
IS.  The  visitors   from   the  East  were  oharnu'd   witli   (Joldcn   Gate  Park.     They  called 

our  Park  a  paradise. 

19.  Governor  Gillett.  with  the  overnors  of  our  nei;;hl)iirinj;  states,   met   their  council- 

men  to  discuss  matters  of  common  interest. 

20.  "What  should  the  duties  of  a  board  of  education  beV  asked  Mr.  Graham. 

21.  The  State  Board  of  Education  convened  last  week  at  Sacramento. 

22.  Our  government  is  a  federal  government. 

23.  The  federal  government  of  our  United  States  is  similar  to  the  monarchial  govern- 

ment of  Great  Britain  and  Ireland. 

24.  The  Revolutionary   Period  was  a  trying  time  to   Washington,   our  first  president. 

25.  The  government  demands  obedience  to  its  laws. 

26.  At  high  school  we  studied  algebra,  botany,  grammar,  English,  French,  and  German. 

27.  In  nearly  every  country  of  the  world  Catholics,  Protestants,  and  Jews  are  permitted 

to  worship  without  molestation. 

28.  Civilized  nations  are  spreading  education  among  pagan  and  heathen  nations. 
20.  There  was  a  great  flood  in  the  Mississippi  Valley. 

30.  The  Galveston  flood  brought  much  suffering  to  the  people  of  Texas. 

31.  The  railroad  often  employs  coolies. 

This  dictation  contains  capitals  for  proper  names,  proper  adjectives, 
mountains  and  countries,  the  writing  of  numbers,  quotations,  commas 
between  words  in  a  series,  and  pairs  of  w^ords.  If  the  children  have  not  had 
these  topics,  omit  until  some  future  time. 

About  a  hundred  years  ago  a  great  general  named  Napoleon  Bonaparte  was  leader  of 
the  French  army.  He  wanted  very  much  to  take  his  army  across  the  Alps  Mountains 
into  Italy.  He  sent  some  men  to  look  at  the  passes.  When  they  returned,  he  asked,  "Is  it 
possible  to  cross  the  Alps?"  Then  one  of  them  replied,  "It  may  be  possible,  but — " 
"Let  me  hear  no  more,"  said  Napoleon.     "Forward  to  Italy." 

He  had  a  large  army  of  sixty  thousand  men.  The  long  line  of  soldiers,  horses,  and 
cannons  stretched  for  twenty  miles.  When  they  came  to  a  steep  place,  Napoleon  gave 
the  order,  "Charge  I"  Thus  they  moved  onward,  and  in  a  short  time  they  were  over  the 
Alps  and  marching  on  the  plains  of  Italy. — Rewritten  from  Fifty  Famous  Stories. 


QUOTATIONS. 

Review  the  sentence  on  page  127.  Put  on  the  board  the  following  sen- 
tences : 

1.  "I  shall  try   to  do  as  you  say."  said  John,  as  he  turned  away. 

2.  "Do  you  think  it  will  rain?"  she  asked,  as  she  looked  toward  the  south. 

How  much  of  the  first  sentence  tells  what  John  said  ?  As  he  turned  away 
is  an  added  thought,  but  not  a  part  of  the  quotation.  It  is  separated  from 
the  rest  of  the  sentence  bv  a  comma. 

Take  up  the  second  sentence  in  the  same  way. 

Put  the  following  sentences  on  the  board  without  quotation  marks  or 
commas.     Have  the  children  supply  them,  telling  why : 

1.  "Hurry,  or  we  shall  get  caught  in  this  storm."  cried  Tom,  as  he  started  for  the  door. 

2.  Edith."  can   you   tell   me   anything   about   a    swallow's   wings?   asked    the    teacher, 

looking  out  of  the  window. 

3.  "Aunt  Clara,"  asked  Rob  one  day.  as  he  hurried  breathlessly  into  the  house,  "what 

bird  is  that  hammering  on  the  oak  tree?" 

4.  "Bring  the  man  before  me,"  shouted  King  Lear  angrily  to  his  guards. 

5.  "I  have  come,"  said  Jason,  looking  into  the  king's  eyes,  "for  the  Golden  Fleece." 

6.  "Don't  let  my  father's  horses  run  through  the  gate,"  shouted  John,  when  he  saw 

the  baby  fall. 

(143) 


7.  "Oil    Decoration    Day    tho    soldiers   and    veterans,    too.    gathered    at    the    statue   of 

Washington  to  pay  their  respects  to  tlie  dead."  wrote  Kob,  then  closed  his  book. 

8.  "Xever    mind,"    said    the    old    duck,    as    he    turned    away,    "the    other    duckling    is 

graceful  enough." 

9.  "If  you  will  only  spare  my  life,"  said  the  fox.  as  he  looked  up  at  the  farmer,  "I 

will  never  steal  again." 
10.   "Oh.  I  can't  trust  you."  he  replied,  and  he  despatched  him  at  once. 

Put  on  the  board  these  sentences: 

1.  "Where  are  you  going?     May  I  go  with  youV"  he  asked. 

2.  He  said,  "It  is  a  nice  day.     Let's  go  to  Golden  Gate  Park."' 

3.  "Did  you  study  your  lesson  last  night?"  he  asked.     "I  studied  mine." 

Call  the  children's  attention  to  the  fact  that  quotations  are  often  made  up 
of  several  sentences.  If  the  sentences  are  not  interrupted  by  said  he,  etc., 
the  quotation  marks  are  placed  at  the  beginning  of  the  first  sentence  and  at 
the  end  of  the  last  one.  Sentence  No.  3  shows  the  punctuation  of  a  two- 
sentence  quotation  interrupted  by  Jie  said. 

4.  "Are  you  taller  than  James?     Then  you  may  stand  at  the  head  of  the  line,"  said 

the  teacher. 

5.  "She  went  then  on  foot  rather  than   wait  and  go  on   the  train."   said   her  sister. 

"She  will  be  very  tired." 

6.  "This    year's    vacation    will    be    six    weeks    long,"'    answered    John.      "Where    shall 

we  go?" 

7.  "I  shall  take  you  East."  replied  John's  mother.     "Will  you  enjoy  that?" 
S.  "Shall  we  visit  eastern  Ohio?    Cousin  Jack  lives  there,"  said  John. 

9.   "It's  a  cold  morning."  said  the  grasshopper,  "very  cold." 

10.  "Do  you  ijrefer  to  live  in  the  North  or  the  South?"  she  asked. 

11.  Shakespeare  says,  "Her  voice  was  ever  soft,  gentle,  and  low." 

Quotations  and  Review. 

1.  "I  suppose,"  he  said,  "that  she  thought  I  was  a  beggar.     Did  you  think  so,  too?" 

2.  "Thank   you,"   said   the   lady's   sister,   as   she    reached   out   her   hand   to   the   boy 

"You've  been  very  kind." 

3.  "Won't  you  help  me?"  asked  the  old  man,  as  he  approached  Professor  Steel. 

4.  "Isn't  it  time,"  he  asked,  "to  begin  to  do  better?" 

5.  When  they  entered  the  door  the  boys'  mother  said,   "A  telegram  says  your  uncle 

has  just  arrived  from  South  Africa." 

6.  He  cried  out.  "Who's  there?     What's  the  matter?" 

7.  "  'Twas  a  famous  victory,  for  the  soldiers  hadn't  expected  the  attack."  declared  the 

general. 

8.  "I  should  like  to  go  to  the  fair,"  said  the  boy.  "but  the  fare  is  too  much." 

9.  "Do  not  sit  in  your  seat,"  said  the  teacher,  "but  rise  when  you  are  spoken  to." 

10.  "Do  you  know  if  these  two  books  are  interesting?"  asked  James.     "I  should  like  to 

read  them." 

11.  "Ascend  yonder  winding  stair,"  said  De  Bracy.     "It  leads  to  his  apartment.     AVilt 

thou  accept  my  guidance?"  he  added,  in  a  submissive  tone. 

12.  "Now,   I  hope,"  said  Charles,  laying  down  his  pen,  "that   I  shall   hear  from   him 

soon." 

13.  "Why  do  you  lay  a  paper  over  the  fruit?"  asked  Alice.     "Isn't  it  better  to  let  it 

lie  in  the  sun?" 

14.  "Did  you  come  here  to  hear  him  sing?"  asked  David,  greeting  his  friend. 

15.  "That's  mine,"  said  the  boy,  laying  the  book  upon  the  table.     "It's  not  theirs." 

16.  "Where  have  you  laid  the  paper  that  was  lying  here?"  asked  Ruth.     "Upon  which 

shelf  did  you  say?" 

17.  "If  I   lay   it  here  now  will   it  be  lying  here   when   I    return?"  she   asked,   turning 

toward  the  table. 

18.  "Don't  let  him  go.     Haven't  you  any  one  else  to  send?     I'm  afraid  the  surf  is  too 

strong  for  him,"  pleaded  the  boy. 

19.  "It's  not  hers,  it's  theirs."  said  Ralph,  jumiiing  up. 

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20.   "Doctor  Gray  died  February  14.  ISIU.  wliieh  was  diirinjr  the  Civil  War."  rospondod 

Colonel  Bray. 
'21.   "Caruso  was  here  aliout    four  years  airo."  said   Mrs.    I'orter.     "Did  you   liear  liini 
sinjj?" 
"What  is  the   trouble?"   he  asked.      "Trouble?"    repeated   the  officer.      "Don't  you 

know  you're  driving  about  nine  times  as  fast  as  the  law  allows?" 
"Although  you   may   laugh,   "said   Civsar.    "he   has   reason    to   be   proud.      I    would 
rather  be  the  head  man  of  a  village  than  the  second  man  in  Rome." 

24.  "There  is  a  sign  on  the  door  that  reads.  'Walk  in,"  "  said  Francis"  father. 
"If  any  one  has  lost  his  purse  he  may  find  it  here  at   the  close  of  the  meeting." 

announced  the  president. 

Quotations  (;i11  kinds). 

26.  "May  John  go  riding  with  me?"  asked  Fred.  , 
"Yes."  said  John's  mother,  "if  you  come  home  l)efore  it  is  dark." 
"Yes,  we  shall  be  home  early,"  said  the  boys,  as  they  rode  off. 

27.  "Why."  asked  Hazel's  teacher,  "do  you  study  at  night?     Have  you  no  time  after 

school?" 

25.  "Come.  John,"  shouted   Fred,   "let's  go   into   the   fields.      Don't   you    think   we  can 

find  some  flowers  there?" 

29.  "Well,  I'm  going  now,"  said  Alice.     "Good-night." 

30.  "From  what  islands  do  we  get  the  best  coffee?"'  asked  the  teacher.     "Can  you  tell 

me,  Ann?" 

31.  "The  dye  has  discolored  the  new  material,"  said  the  clerk,  "so  that  no  one  will 

buy  it.     It  seems  too  bad  that  the  whole  piece  is  destroyed." 

32.  "Recalled   to   life."   he  muttered,   as   he   walked  beside   the   old   Dover   mail   coach. 

"What  could  have  been  meant  by  such  a  message?" 

33.  "We  arrived  at  Boston,  Mass.,  at  half  past  three,  July  1st,"  said  Grace,  "and  or 

the  third  of  July  we  left  at  two  o'clock  for  Jamestown,  New  York." 

34.  The  lady  asked,  "Is  your  sister  at  home?     May  I  see  her?" 

35.  "Will  you  go  to  the  Park  this  afternoon?"  asked  James.     "It  is  a  fine  day."" 

36.  "We  must  fight  it  out,""  said  the  general,  riding  through  the  ranks. 

37.  "No,  you  didn't  think."  said  the  teacher.     "Will  you  ever  learn  to  think?"' 

38.  "Yes,"  quietly  responded  the  man,  "I  suppose  I  was,  now  that  you  speak  about  it." 

39.  "Can  you  guess  what  I  have?"  the  child  cried  gleefully. 
"Something  fine,  I  am  sure,"  said  the  man. 

"Look  I"'  she  cried,  and  the  street  rang  with  her  happy  laughter. 
"What  are  you  going  to  do  with  it?""  asked  the  man  when  he  saw  that  the  little 
hand  contained  a  penny. 
4:0.  "Can  you  write  these  sentences?"  asked  the  boy.     "They  are  very  easy."" 

41.  "There  goes  the  man,"  he  cried,  starting  to  run.     "Catch  him." 

42.  "I'm  looking  for  an  honest  man,"  said  Diogenes.     "Where  can  I  find  one?" 

43.  "Where  do  their  parents  expect   to  be  February  22.    1910?""   asked  Tom.   turning 

to  his  friend. 

44.  "The  third  of  February  is  the  day  set  for  the  picnic,"'  said  Fred.     "Will  you  go 

with  us?     We  shall  have  a  fine  time." 

45.  The  telegram  said  that  Jane's  father  would  not  arrive  until  October  ISth. 

46.  "This  letter,"  said  Eleanor,  "is  dated  June  3,  1905.     Have  you  not  seen  it  before?" 

47.  "Holland  is  a  queer  country,"  said   James.      "It   is  sometimes  called   the   land   of 

dykes  and  canals."' 

48.  The  boy  said.  "Some  day  I  shall  be  a  member  of  the  English  Parliament.     When 

that  time  comes  I  shall  be  the  King  of  England's  most  loyal  subject." 

POSSESSIVES. 

By  this  time  the  children  should  be  fairly  familiar  with  writiiii-'  tlie  pos- 
sessive singular  and  plural  of  common  nouns.  The  writing  of  nouns  to 
show  joint  and  separate  ownership  should  not  be  very  hard.  Put  on  the 
board  the  names  j\Iary  and  Jane  and  the  word  mother.  Tell  the  children 
that  Mary  and  Jane  are  sisters.     To  write  a  sentence  telling  about  their 

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mother,  put  the  possessive  sign  on  the  last  one  only.  Then  write  an  the 
board:  Mary  and  Jane's  mother  is  visiting  in  Ohio. 

Put  two  more  names  on  the  board.  Tom  and  Harry.  Say  that  Tom  has 
many  books.  Harry  has,  too.  Then  write  the  sentence  Tom's  and  Harry's 
books  are  very  beautiful. 

Go  over  several  of  the  following  sentences,  having  the  children  decide 
whether  each  one  owns  an  object,  or  whether  they  own  the  object  together. 
Give  them  the  names  joint  ownership  and  separate  ownership.  Use  the 
language  form:  Mary  and  Jane  are  joint  owners.  Therefore,  Jane  only 
takes  the  sign  of  ownership.  Tom  and  Harry  are  separate  owners.  There- 
fore, both  Tom  and  Harrj-  take  the  sign  of  ownership.  The  thing  to 
determine  first  is:  Does  each  one  own  an  object  by  himself  (separate  owner- 
ship), or  do  they  own  it  together  (joint  ownership)?  Drill  on  this  tirst, 
then  on  putting  in  the  sign. 

1.  John's  and  Henry's  boats  are  painted  blue. 

2.  May's  and  Gladys'  rooms  are  in  different  parts  of  the  house. 

3.  Sisters'  and  brothers'  hats  hung:  side  by  side. 

4.  Men's  and  boys'  clothing  is  sold  here. 

5.  Ladies'  and  children's  suits  were  given  away  after  the  San  Francisco  fire. 

6.  Shall  I  give  you  the  boy  and  girl's  address? 

7.  The  women's  and  men's  reading  rooms  were  very  well  arranged. 
S.  Goldberg  and  Bowen's  store  is  on  Sutter  street. 

9.  Mason  and  Dixon's  line  was  established  in  — — . 

10.  Was  the  horses'  and  cows'  food  given  them  yesterday? 

11.  Webster's  and  Worcester's  dictionaries  are  both  used  in  the  United  States. 

12.  Where  are  Smith's  and  Brown's  new  stores? 

13.  Park  and  Sons'  coffee  is  the  best  in  the  world. 

14.  The  governor's  and  superintendent's  policies  were  given  at  the  committee  meeting. 

15.  Ladies'  and  misses'  dresses  were  sold  at  Brown  and  Co.'s  store. 

16.  Dot  your  i's  and  cross  your  t's. 

17.  The  house  was  all  at  6's  and  7's.. 

POSSESSIVES  AND  REVIEW. 

1.  She  said  to  me  very  quietly,  "The  girls'  books  are  not  in  their  desks." 

2.  "The  King  of  England's  palace  is  in  Loudon,"  said  James'  sister.     "Did  you  visit 

it  while  in  England?'' 

3.  Mary   asked.   "Did   it  occur   in   Washington's.   Jefferson's,   or   Adams'   administra- 

tion?" 

4.  Women's,  children's,  and  infants'  coats  are  sold  at  King's  and  Jacobs'  stores. 

5.  "Which  do  you  like  the  better,  Dickens'  or  Scott's  novels?"  asked  James. 

6.  "My  daughter's  going  need  not  prevent  their  coming,"  said  their  mother. 

7.  Is  it  half  a  mile's  walk  from  here  to  the  station?"  asked  the  traveler. 

8.  "Am  I  too  late?''  asked  the  boy. 

9.  The  fairy  tale  tells  us  that  the  heroes'  lives  were  given  to  save  the  king's  daughters' 

jewels. 

10.  "That  house  is  the  doctor's,"  said  John's  father.     "You  must  stop  there  on  your 

way  to  Smith,  the  bookseller's." 

11.  "Wasn't  the  Children's  Crusade  led  by  a  French  peasant  lad?"  asked  the  boy.  look- 

ing up  from  his  book. 

12.  "In  Normandy,"  said   the  tourist,  "even   the  butchers'   shops  are  gay   with  bright 

flowers." 

13.  "It  is  Mr.   and  Mrs.   White's  intention."  said  he.   "to  buy   a  six   thousand  dollar 

automobile  for  their  son." 

14.  Harold    said,     "This    morning's     returns     showed     twenty-nine     killed,     forty-four 

wounded,  and  twenty-six  missing." 

15.  As  Fred's  father  had  gone  farther  on  his  way,  their  efforts  to  make  him  hear  were 

in  vain. 

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ll).   "It  is  ueccssai-y  for  a  begiiiniM-  to  do  two  days'  work   for  one  day's  pay."  syid  the 

manager,  turning  abruptly  toward  his  dosi<. 
17.   "The  stems  of  the  lilies  and   roses   were  broken   by   last   night's  storm,"   said   the 

florist,  as  he  pointed  to  the  torn  bushes. 
IS.  "It's  not  hers,  it  is  theirs,"  cried  the  boy,  jumping  up. 

19.  "This  year's   ladies'  hats  are   not   trimmed   with  so  many  birds'   feathers  as   last 

year's,"  said  Jane. 

20.  "To-morrow."  said  George,  "will  be  Washington's  Birthday.     Will  you  go  fishing 

with  us?" 

21.  "His  mother's  opinion  meant  more  to  him,"  said  she,  "than  any  one  else's." 

22.  "Yesterday   the   men's   lawyers   pleaded   for   the  jury's   mercy,"   said   Mr.    Brown, 

looking  up   from  his  paper. 

23.  Germany's  history  is  more  interesting  to  Gladys  and  James'  sister  because  she  has 

been  there  for  a  six  months'  vacation. 

24.  "I  should  like  to  protest,"  said  Mr.  Black,  "against  Mr.  Jones'  doing  my  work." 

25.  "Were  we  told  to  buy  Brown's  or  Harvey's  language?"  asked  the  boy. 

26.  "The  judge  pronounced  Mrs.  Jones'  and  Mrs.  James'  roses  the  largest  and  finest," 

said  Doctor  Long. 

27.  Ferdinand  and  Isabella's  desire  was  to  carry  out  Columbus'  plans. 

28.  The  legend  tells  us  that  Achilles'  life  could  not  be  taken  unless  the  arrow's  point 

struck  the  soldier's  heel. 

29.  "Doctor  White,"  said  Dick,  trembling  with  agitation,  "you're  very  kind.     I  know 

how  much  you  valued  'Browning's  Poems.'  " 

This  dictation  contains  capitals  for  proper  names,  names  of  places,  and 

months  of  the  year,  abbreviations,  and  divided  quotations. 

Two  boys  were  on  their  way  to  school.  "Fred,"  asked  one  of  them,  "have  you  ever 
been  in  New  York?"'  "Yes,  Allen,"  answered  Fred,  "I  went  last  April  with  Mr.  Smith." 
"Did  he  show  you  the  Brooklyn  Bridge  across  East  River?"  "Yes,  but  I  suppose  you 
know  that  East  River  isn't  a  river  at  all."  "Of  course  I  do,"  said  Fred.  "It's  only  a 
strait  connecting  Long  Island  Sound  with  the  Atlantic  Ocean.  I  crossed  the  Hudson 
River  when  we  went  to  Jersey  City."  "You  must  have  learned  a  good  deal  of  geography 
on  that  trip,"  said  Allen. 

This  dictation  contains  possessives,  contractions,  divided  quotations,  and 
pairs  of  words. 

"Here  they  come,  bag  and  baggage,"  shouted  Tom,  as  the  boat  neared  the  pier.  It 
was,  indeed,  a  merry  greeting  and  the  boys  were  more  than  glad  to  see  each  other.  "Just 
think,"  cried  Jack,  "there  will  be  no  more  studying  nor  errands  for  two  whole  weeks. 
Won't  we  have  fun,  though?" 

The  merry  group  hurried  to  their  aunt's  home,  and  on  the  way  eagerly  planned  their 
sports  for  the  two  weeks'  visit. 

This  dictation  contains  commas  for  the  name  of  a  city  followed  by  the 
name  of  a  country,  possessives,  contractions,  and  divided  quotations. 

London,  England,  is  known  for  its  dense  fogs.  On  a  very  foggy  night  a  gentleman 
lost  his  way  home.     He  heard  footsteps  approaching.  • 

"I  am  lost,"  he  said.     "Can  you  tell  me  where  I  am?" 

"Where  do  you  wish  to  go?"  asked  the  stranger. 

The  gentleman  told  him. 

"That  is  quite  near.  Trust  yourself  to  me,  and  I  will  lead  you  to  your  door,''  said  the 
stranger,  leading  the  way.  When  they  arrived  at  the  house,  he  accepted  the  gentleman's 
thanks. 

"London's  fog  doesn't  bother  me,"  said  the  stranger.     "I  am  blind." 

Laddie  is  a  beautiful  Irish  setter.  He  likes  to  lie  on  the  steps  in  the  sunshine.  After 
he  has  lain  there  for  some  time  he  stretches  himself  and  goes  for  a  walk. 

One  day  he  lay  down  in  front  of  the  open  fireplace.  He  laid  one  paw  too  close  to  the 
fire.     Before  he  could  pull  it  away  it  was  badly  burned. 

The  poor  old  fellow  came  to  me  and  laid  his  paw  in  my  hand.  I  bandaged  it  for  him 
as  w-ell  as  I  could.  To  show  how  grateful  he  was.  he  laid  his  head  in  my  lap.  I  hardly 
need  to  say  that  he  has  never  lain  so  near  the  fireplace  since. 

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This  dictation  contains  abbreviations,  divided  quotations,  contractions, 
possessives,  and  ])airs  of  words. 

Learning  to  Write  With  Ink. 

"O  mama,"  cried  little  Rose,  as  she  ran  into  the  house.  "To-da.v  our  teacher  let  us 
write  with  ink  for  the  first  time.  It  was  such  fun."  Mrs.  Lewis  stopped  her  work  to 
look  at  her  little  girl.  She  certainly  had  been  writing  with  ink.  Her  fingers  were  black, 
an  ink  spot  was  on  the  top  of  her  nose,  and  there  were  two  marks  on  her  white  apron. 
It  was  too  funny  and  the  good  mother  just  sat  down  in  a  chair  and  humhe:!.  It  seemed 
as  if  she  couldn't  stop.     The  blots  told  the  whole  story. 

Next  mother  saw  her  little  one  sitting  at  the  large  desk  trying  her  best  to  manage  a 
clumsy  pen.  Then,  as  she  dipped  it  into  the  ink,  somehow  Rose's  tiny  fingers  slipped  in. 
Then  the  ink  was  spread  from  face  to  clothes.  "Yes,"  said  her  mother,  as  she  prepared 
to  make  Rose  white  again,  "I  know  all  about  it,  dear."  Rose  wondered  how  she  could 
know.  Finally,  she  asked.  "Mama,  were  you  peeking  through  the  door  when  we  were 
writing?"     Mrs.  Lewis  smiled  and  said,  "I  was  a  little  gii'l  once  myself." 

This  dictation  contains  capitals  for  titles  and  proper  adjectives,  posses- 
sives, divided  quotations,  and  pairs  of  words. 

A  hundred  years  or  more  after  the  time  of  King  Alfred  there  was  a  Danish  king  of 
England  named  Canute. 

King  Canute's  great  men  and  officers  were  always  praising  him.  One  would  say. 
"You  are  the  greatest  man  that  ever  lived."  Another  would  say,  "King  Canute,  there  is 
nothing  in  the  world  that  dares  to  disobey  you." 

The  king  was  a  wise  man,  and  he  grew  very  tired  of  hearing  their  foolish  words. 

Once  when  he  was  by  the  seashore  he  thought  he  would  teach  them  a  lesson.  "Am  I 
the  greatest  man  in  the  world?"  he  asked.  "Oh.  king,"  they  cried,  "there  is  no  one  so 
mighty  as  you."  "Do  all  things  obey  me?"  he  asked.  "Command  it  and  it  will  obey," 
said  one. 

"Sea,"  cried  Canute,  "I  command  you  to  come  no  farther."  But  the  tide  came  in  just 
as  it  had  always  done. 

It  came  up  around  the  king's  chair.  Then  King  Canute  said,  "Learn  a  lesson  from 
what  you  have  seen." — Rewritten  from  Ba1dici)i's  Fifty  Famous  Stories. 

This  dictation  contains  capitals  for  proper  names,  names  of  places,  and 
sections  of  the  country,  possessives,  abbreviations,  time  of  day,  divided 
quotations,  and  pairs  of  words. 

Grandpa's  Boyhood. 

Alice  and  Jessie's  home  was  a  large  farm  near  Santa  Rosa.  The  little  girls'  grand- 
parents were  too  old  to  live  alone,  so  Mr.  and  Mrs.  White  cared  for  them.  The  dear  old 
couple  loved  their  grandchildren  very  much. 

After  school  Alice  and  Jessie  liked  to  harness  their  pony  and  take  them  for  a  drive 
far  down  the  shad.v  road.  Then  back  they  would  come  in  time  for  dinner  at  five  o'clock. 
The  children's  parents  always  watched  them  as  they  drove  up  the  path.  They  liked  to 
watch 'their  two  daughter's  smiling  faces. 

Every  Sunday  afternoon  all  gathered  around  grandpa.  They  were  alwa.ys  ready  to 
hear  his  interesting  stories. 

"To-day,"  began  grandpa,  one  Sunday,  "I'm  going  to  tell  you  about  my  boyhood." 
Alice  clapped  her  hands.  Impatient  Jessie  said.  "Please  begin  right  away,  grandpa,  for 
I  am  sure  this  story  will  be  even  better  than  the  last."  The  old  man  patted  his  little 
girl's  head  and  began. 

Correction  of  Errors. 

There  is  another  class  of  errors  more  diificult  to  correct  than  the  class 
dealt  with  before.  It  seems  necessary  for  the  children  to  know  something  of 
technical  grammar  before  they  can  choose  for  themselves  the  proper  form 
to  use.     The  agreement  of  the  sub.ject  and  the  predicate  in  number  illus- 

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Irates  this  class  ot"  crrurs.  It  sct'iiis  almost  a  hopeless  task  to  correet  such 
mistakes  as  they  occur,  for  there  may  l)e  as  many  errors  as  there  are 
subjects  and  predicates  in  the  English  hiuiiuaiic 

This  does  not  mean,  however,  that  the  children  nuist  use  live  hours  of 
tlieir  time  eveiy  week  for  three  years  to  learn  all  the  intricacies  of  technical 
grammar.     There  are  a  few  points  necessary,  however. 

Predicates,  subjects,  and  complements  should  be  thorou^ihly  tau.yht.  A 
method  of  doing  this  can  be  found  in  A  Course  of  Study  in  Grammar.  Burk 
&  McFadden. 

Nearly  all  the  mistakes  occur  in  the  use  of  the  verb  be. 

Few,  if  any,  mistakes  are  made  in  the  present  tense.  In  the  i)ast  tense, 
mistakes  occur  in  the  second  person,  but  provision  has  already  been  made 
for  that  in  another  lesson.  IMistakes  also  occur  in  the  third  person,  both 
singular  and  plural.  Nouns  do  not  change  their  form  to  show  person,  so 
no  time  need  be  lost.  The  children  must  know  that  icas  is  used  with  a 
singular  noun,  and  were  with  a  plural  noun. 

If  they  can  select  the  predicate  and  subject,  if  they  can  tell  whether  the 
subject  is  singular  or  plural,  if  they  can  tell  that  ivas  is  used  with  the 
singular  one  and  were  with  the  plural  one,  then  practice,  and  that  alone, 
will  make  them  proficient. 

To  illustrate :  In  the  sentence.  The  doors  of  the  Mission  was  very  large, 
the  children  must  find  the  predicate,  then  the  subject.  They  must  decide 
that  the  subject,  doors,  is  plural.  They  know  that  were  is  used  with  a 
plural  subject.  Therefore,  the  sentence  is  incorrect.  Was  should  be  ivere, 
and  the  sentence  should  read.  The  doors  of  the  iMission  were  very  large. 

In  this  connection  they  must  learn  also  that  does  is  used  with  a  singular 
subject,  and  don't  with  a  plural  one.  The  language  form  is  the  same  as 
that  used  with  the  verb  he. 

Correct  the  errors. 

1.  "Mr.  Jones  don't  live  in  San  Francisco.  California."  said  the  girl. 

2.  John  and  Tom  is  going  to  Chicago,  III.,  next  AYednesday. 

3.  They  wasn't  with  us  at  Berkeley  last  April. 

4.  The  Andes  Mountains  is  in  South  America. 

5.  The  gardens  gf  the  Alhambra  was  very  beautiful. 

6.  Those  ladies  in  that  room  teaches  our  class  spelling. 

7.  The  men  in  this  office  stops  work  at  five  o'clock. 

S.  The  boys  who  was  here  yesterday  lives  in  New  York  City. 

Faulty  Sentences. 

Method. — There  is  no  mistake  made  so  often  by  children  beginners  in 
composition  writing  as  that  of  running  several  thoughts  into  one  sentence 
with  no  marks  of  punctuation.  This  is  especially  true  when  the  second 
thought  seems  to  grow  out  of  the  first,  as.  It  was  lovely  the  water  was  very 
clear. 

It  is  always  better  to  begin  with  short  sentences.  A  good  device  is  to  limit 
the  sentences  to  one  line  in  length.  However,  if  there  are  a  few  words 
over  or  under  one  line,  nothing  need  be  said.  In  the  above  sentence  it  is 
much  simpler  to  make  the  correction  with  a  period  after  lovely  and  a  capital 
letter  for  the. 

(149) 


To  present  a  lesson  of  this  kind,  put  several  groups  of  sentences  on  the 
board  just  as  the  children  have  written  them.  Have  each  group  read  aloud. 
Then  have  the  children  tell,  in  as  good  sentences  as  they  can  make,  each 
thought  that  the  author  wished  to  tell.  Sentences  selected  from  the  class 
that  is  at  work  are  much  better  than  those  selected  from  any  school  by  any 
author. 

Requiring  short  sentences  sometimes  leads  to  putting  in  a  period  and  a 
capital  letter  for  the  clause  of  a  complex  sentence.  Only  drill  will  help 
the  children  to  overcome  this.  Some  such  sentences  are  added.  Teachers 
will  find  many  more  while  correcting  compositions. 

1.  It  was  lovely  the  water  was  very  clear. 

2.  It  is  a  beautiful   geyser   it  is   called   Old   Faithful   it   shoots   up  every   sixty-five 

minutes. 

3.  We  went  to  see  the  Fleet  we  took  our  lunches  with  us. 

4.  In  front  of  a  Dutch  house  on  the  porch,  you  will  find  a  line  of  shoes  you  can 

tell  how  many  are  in  the  house  by  the  number  of  shoes. 

5.  Alice  was  startled  she  unbolted  the  door. 

6.  Two  men  came  in  they  were  wrapped  in  blankets. 

7.  They  had  many  good  things  to  eat  there  were  roast  turkey  with  apple  sauce,  and 

the  celebrated  mince  pie. 

8.  He  went  to  the  cow  stable  he  saw  some  hooks  he  grabbed  one  and  ran  back  to  the 

house. 

9.  The  poor  bear  found  himself  in  the  pantry  he  looked  around  and  saw  a  piece  of 

cake  he  began  at  once  to  eat  it  and  forgot  his  fear. 

10.  He  was  about  to  go  to  bed  he  looked  out  once  more  and  saw  the  signal  fire  of  the 

Indians. 

11.  We  had  just  come  home  from  a  party  it  was  nearly  twelve  o'clock. 

12.  John's  mother  was  reading  a  story  it  was  nearly  bed  time. 

13.  When  the  ship  landed.     The  men  gave  the  Indians  beads  and  trinkets. 

14.  One  day  when  John's  mother  was  reading  a  story.     There  came  a  knock  at  the 

door. 

15.  In  a  little  fishing  village.     On  the  coast  of  Cape  Cod.     A  small  family  lived. 

16.  When  these  boys  saw  their  mother  walking  about  the  garden.     One  of  them  said 

to  the  other.     "Isn't  she  beautiful?" 

17.  While  we  were  camping  near  Shasta.     The  boys  killed  a  bear. 
IS.  When  I  was  a  little  girl.     We  lived  near  the  ocean. 

19.  Once  upon  a  time  in  the  far  North.     There  was  a  giant  living  in  a  cave. 

20.  As  we  turned  a  corner  in  the  road.     There  stood  my  father's  horse  quietly  eating 

grass. 

Adjectives  for  Adverbs. 

Use  the  following  sentences  for  daily  concert  drill : 

I  did  my  work  well.  He  felt  very  badly. 

The  boat  moved  slowly.  She  feels  ill. 

I  have  learned  to  skate  well.  He  did  the  work  quickly. 

I  rode  home  safely.  He  won  the  race  easily. 

They  treated  him  very  well.  The  rose  smells  sweet. 

They  ti-eated  him  very  badly.  The  car  stopped  suddenly. 

They  move  very  quietly.  She  appears  well  on  the  stage. 

Answer  the  following  questions  : 

How  did  you  do  your  work?  How  did  he  feel? 

How  did  the  boat  move?  Good  morning.     How  are  you?* 

How  do  you  skate?  How  does  the  rose  smell? 

How  did  they  treat  him?  How  did  the  car  stop? 

How  did  they  move?  How  does  she  appear  on  the  stage? 


*  "Nicely,  thank  you,"  is  wrong.     "I  am  well,"  is  a  correct  answer. 

(150) 


If  the  children  have  had  some  technical  grammar — if  they  are  familiar 
with  nouns,  pronouns,  verbs,  adjectives,  and  adverbs,  they  may  be  given  a 
standard  by  which  to  decide  for  themselves  which  form  is  correct.  It  is  a 
mistake  to  think  that  when  they  know  how  to  tell  which  is  correct  that  they 
will  do  so.  It  is  only  by  constant  drill  in  which  tlie  ear  becomes  accustomed 
to  the  correct  sound  that  any  marked  results  may  be  looked  for.  It  makes 
little  difference  whether  the  children  know  the  reason  or  not.  The  children 
must  know  that  (1)  adjectives  can  not  modify  verbs,  adverbs,  or  other 
adjectives,  and  that  adverbs  can  not  modify  nouns  or  pronouns;  (2)  that 
a  number  of  words  have  adjective  and  adverbial  forms,  the  adverb  usually 
being  formed  from  the  adjective  by  adding  ly;  (3)  that  in  the  case  of  an 
attribute  coiuplement  the  adjective  modifies  the  subject,  and  if  the  word 
modifies  a  verb,  then  it  is  an  adverb. 

Focus  the  attention  of  the  child  upon  this  question.  Is  the  subject  or 
predicate  modified?  If  the  subject  is  modified  then  an  adjective  must  be 
used.  If  the  predicate  is  modified,  then  an  adverb  must  be  used.  See  A 
Course  of  Study  in  Grammar,  Burk  &  McFadden,  page  76. 

Have  the  subject  and  predicate  of  the  first  sentence  given.  *'Is  the  word 
ivell  an  adjective  or  an  adverb  in  form?  Does  icell  modify  the  action  of 
doing  or  does  it  tell  some  quality  of  I  ?  The  children  must  then  be  able  to 
state  that  well  is  adverbial  in  form,  that  it  modifies  the  action  of  doing, 
and  hence  is  correct. 

*1.  I  did  my  work  well.  9.  He  is  very  bad  off. 

2.  He  spoke  very  distinct.  *10.  The  boy  acted  badly  at  tlie  party. 

3.  Mary  plays  good.  11.  He  looked  kind  at  me. 

4.  He  came  very  prompt.  *12.  He  sat  silent. 

5.  He  is  a  real  good  boy.  13.   He  sat  quiet  in  bis  seat  during  the 

6.  They  treated  him  very  rough.  lecture. 

7.  He  felt  sadly.  14.  He  writes  good. 

8.  She  looks  beautifullv.  *15.  The  house  seems  nice. 


Like. 

The  same  may  be  said  about  the  correct  use  of  this  word  as  has  been  said 
about  the  confusion  of  adjectives  with  adverbs. 
Give  conscientiously  the  daily  drills : 

She  works  like  a  Trojan.  They  do  not  look  like  us. 

She  sings  like  a  bird.  The  baby  cried  as  if  she  were  hurt. 

She  looks  like  me.  He  ran  as  if  something  were  after  him. 

I  feel  as  if  I  could  cry.  They  wear  dresses  just  like  ours. 
It  sounds  as  if  a  train  were  coming. 

Ask  the  following  questions : 

How  does  she  work?  How  does  it  sound? 

How  does  she  sing?  How  did  the  baby  cry? 

Whom  does  she  look  like?  How  did  he  run? 
How  do  you  feel? 


*  Starred  sentences  are  correct. 


(151) 


Complete  the  followinji' 


like  greeu  walls 

as  if  they  were  atire 

like  these 

like  a  whirlwind 

like  silver 

as  if  he  were  angry 

like  a  snow  storm 


as  if  they  were  leaves 

like  a  flower 

like  a  good  boy 

as  a  horse  does 

as  the  wolf  ran 

as  if  it  would  rain 


A  statement  tliat  will  help  the  children  decide  in  nuoiy  cases  whether  to 
use  like,  as,  or  as  if  is  this :  A  predicate  follows.  Therefore,  as  or  as  if  is 
used. 

Apply  the  statement  to  the  following  sentences : 

1. 


We  can  not  play  in   so  little  a  yard  like  the  girls  have. 

2.  They  do  not  sleep  on  pillows  like  we  do. 

3.  It  sounded  like  a  train  was  coming. 

4.  Many  boys  have  not  an  uncle  like  you  have. 

5.  It  seemed  to  me  like  I  heard  some  music  on  the  street. 

6.  It  seems  like  the  boat  is  moving. 

7.  I  feel  like  I  could  cry. 

S.  They  don't  punish  children  now  like  they  did  then. 

9.  Dick's  mate  was  an  old  horse  that  looked  like  he  did  not  get  anything  to  eat. 

10.  The  baby  cried  like  she  was  hurt. 

11.  He  ran  like  something  chased  him. 

12.  She  sang  just  like  a  bird  sings. 

13.  The  house  looked  like  very  untidy  people  lived  there. 

14.  The  Indians  do  not  live  in  houses  like  we  do. 

15.  The  little  boy  on  the  horse  bounced  like  apples  do  in  a  basket. 


Fill  in  the  blanks  in  the  following  sentences : 

1.  The  people  in  the  large  cities  of  Holland  have  many  customs 

2.  May's  mother  made  her  a  white  dress  mine. 

3.  The  ship  looked  a  large  bird  as  it  glided  over  the  sea. 

4.  an  arrow  the  bird  flew  through  the  air. 


5.  The  Japanese  people  are  not  at  all 


the  English. 


G.  The  climate  in  Los  Angeles.  California,  is  not  at  all 


that  in  San  Francisco. 


General  Review  Sentences. 


General  Review. 


1. 


"It  seems."  said  John,  "as  if  you  have  read  Hiawatha  many  times." 

2.  "May  I  divide  the  apple  between  the  boys?"  asked  John,  as  he  pointed  to  the  two 

boj's  standing  on  Waller,  street. 

3.  "The  President  of  the  United  States  has  over  seventy  millions  of  people  watching 

his  movements."  he  wrote. 

4.  The  steamer  Ventura  is  the  Oceanic  Steamship  Co.'s  boat,  and  sails  on  the  Pacific 

Ocean. 

5.  I   bought   the  dress   at    Weinstock   &   Lubiu's   on   Fillmore   street.    San   Francisco, 

California. 

6.  Two  thousand  men  had  gathered  when  the  secretary  of  the  club  read  the  news. 

7.  "We  are  reading  Rip  Van  Winkle  by  Irving."  said  she. 

S.  Men's  and  boys'  suits  are  on  sale  at  Hastings'  store  to-morrow. 
9.  "I  can't  go."  said  Gladys'  mother,  "until  the  train  arrives." 

10.  "We  are  nearing  the  enemies'  camp,"  said  the  general,  when  he  saw  the  flag. 

11.  It's  but  two  hours'  journey  from  here. 

12.  "Aren't  you  afraid  that  the  contract  is  too  large  a  one?"  asked  the  carpenter. 

13.  The  committee  after  a  long  discussion  set  the  meeting  for  Wednesday,  February  12. 

14.  Jack's  brother  will  leave  El  Paso.  Texas,  on  the  9.45  a.  m.  train. 


(152) 


15.  Please  seud  to  Mrs.  A.  Junes.  ITU.l  Market  street.  San   Fraiieiseo.  ("aliforiiia.  the 

Ladies'  Home  Journal.  Woman's  Home  Companion,  and  Munsey's  Majrazine. 

16.  Mr.  James  White  spent  last  summer  at  the  Ucean  House,  Lonjr  Hraneh.  X.  Y. 

17.  The  boat  leaves  for  Honolulu.  Wednesday.  June  2,  at  9.15  a.  ni. 

IS.  "The  Girls'  High  School,"  announeed  I>r.  Scott,  the  principal,  "will  open  Monday, 
August  2,  1909,  at  S.30  a.  m." 

19.  Have  you  read  Dickens'  Tale  of  Two  Cities? 

20.  Thanksgiving  is  always  the  last  Thursday  in  November. 

21.  Some  of  Whitticr's  poems  were  printed  in  raised  letters  for  the  use  of  the  blind. 

22.  He  knew  that  the  mail   would   arrive   from   the   Orient  on    the  steamer  Mongolia, 

Tuesday  at  3.30  p.  m. 

23.  The  girls'  dresses  were  brought  to  them  by  their  brother  from  Paris  two  years  ago. 

24.  The  children  named  some  tropical  fruits  that  they  had  eaten  in  Southern  California. 

25.  This  morning  the  steamer  arrived,  bringing  some  beautiful   silks,   perfumes,   and 

other  Oriental  things. 

26.  The  United  States'  fleet  sailed  into  the  bay  of  San  Francisco  on   its  trip  around 

the  world. 

27.  "Stouewall"  Jackson  and   "Fighting"  Joe  Hooker  were  two  generals  in   the  Civil 

War. 

28.  In  the  Middle  Atlantic  States  there  are  many  large  cities. 

29.  The  Pilgrims  wanted  to  worship  God  in  their  own  way. 

Miscellaneous. 

30.  Have  you  read  "The  House  of  Seven  Gables."  by  Hawthorne? 

31.  He  described  it  as  follows :  Go  three  blocks  west  on  Main  street,  turn  to  the  south 

two  blocks,   then  in   the  third  house  to  the   right  will  be   found   the  things  you 
wish  to  buy. 

32.  The  children  wrote  compositions  on  "My  Friend  Jack,"  "Over  the  Seas,''  "A  Plea 

for  Puss,"  and  "How   I   Spend  My   Saturdays." 

33.  There  is  much  meaning  in  the  following :  Books  are  embalmed  minds. 

34.  On  the  poet's  tombstone  in  Westminster  Abbey   I   read   the  words,  "O   rare  Ben 

Jonson.'' 

35.  "Dot  your  i's  and  cross  your  t's,"  said  the  teacher. 

36.  Webster's  and  Worcester's  dictionaries  are  both  good. 

37.  "Do  you  think  Socrates"  questions  are  hard  to  answer?"  asked  Mr.  Williams. 
"No."  answered  he.     "They  are  very  easj'  to  answer.      In   answering  one  is  con- 
vinced immediately  that  his  arguments  are  faulty." 

38.  Firm  and  wise  in  his  judgments,  Washington  was  a  natural  leader. 

39.  The  Romans,  having  conquered  the  world,  were  unable  to  conquer  themselves. 

40.  While  on  a  visit  to.  Washington,   Captain   Brown  will  visit  the  Capitol   Building 

and  the  White  House. 

41.  May  Day,  Mary  and  Ruth  went  to  the  Presidio. 

42.  When  the  English  Pilgrims  went  to  Holland  they  were  very  poor. 

43.  Thomas'.  Charles',  and  Ada's  fathers  went  to  see  the  president  last  Wednesday," 

said  Mrs.  Hale,  "but  his  decision  was  the  same." 

44.  "The  lion's  roar,"  said  Gladys'  brother,  "was  heard  in  every  part  of  the  circus  last 

Saturday." 

45.  "Come.  Edith,"  said  Mary,  "let's  go  to  Goldberg  and  Bowen's." 

46.  The  slaves  were  freed  by  the  Emancipation  Proclamation  during  the  Civil  War. 

47.  The  customs  of  the  Middle  Ages  seem  very  strange  to  us  now. 

48.  The  graduates  of  a  university  usually  wear  caps  and  gowns  on  Commencement  Day. 

49.  During  the  French  Revolution  the  guillotine  was  commonly  used. 

50.  Nathan  Hale  was  a  hero  of  the  Revolutionary  War. 

51.  Martin  Luther  was  a  leader  during  the  Renaissance. 

52.  During  the  Dark  Ages  the  priests  were  the  only  people  who  studied. 

53.  The  Fall  of  the  Bastile  caused  great  rejoicing  in  France. 

54.  The  Thirteen  Colonies  grew  up  during  the  Colonial  Period. 

55.  The  Battle  of  Gettysburg  lasted  for  three  days,  and  cost  the  lives  of  many  men. 

56.  As  we  journej-ed  north  we  met  many  people  coming  south. 

57.  The  South  had  its  heroes  as  well  as  the  North. 

58.  Many  people  go  to  Southern  California  to  s]1end  the  winter  months. 

59.  We  travel  east  from   San  Francisco  to  reach   New  York. 

(153) 


60.  Barbarous  tribes  live  in  the  northern  part  of  Africa. 

61.  He  spent  his  last  vacation  in  the  East. 

62.  A  great  quantity  of  grain  is  raised  in  the  Central  States. 

63.  Negroes  work  in  the  cotton  fields  of  the  Southern  States. 

64.  The  right  hand  side  of  a  map  is  always  east. 

65.  In  the  West  there  are  many  large  cattle  ranches. 

66.  The  Galveston  Flood  occurred  in  the  year  1902. 

67.  Many  lives  were  lost  in  the  San  Francisco  Disaster  of  1906. 

68.  The  Crusades  took  place  in  the  10th  century. 

69.  I  crossed  the  Mississippi  River  when  I  came  to  Stockton.  California. 

70.  Write  to  Marshal  Field  and  Company  or  to  the  Macmillan  Company,  New  York, 

New  York. 

71.  The  sun  rises  to-day  in  the  east  at  6  a.  m.  and  sets  in  the  west  at  6  p.  m. 

72.  We  are  going  to  a  committee  on  arrangements  Wednesday  at  5.20  p.  m. 

73.  Mr.  Smith  is  worth  .$4,500. 

74.  School  closes  at  3.15  p.  m. 

75.  At  2  o'clock  we  shall  have  recess. 

76.  There  were  four  hundred  fifty  people  at  the  ball  game. 


(154) 


APPENDIX, 


11— BUL.   9 


HANDBOOK  TO  ACCOMPANY  ENGLISH  LESSONS, 
BOOKS  ONE  AND  TWO. 


These  pages  are  added  to  the  Bulletin,  with  the  hope  that  they  may  be 
helpful  to  the  teacher  in  her  use  of  "Lessons  in  English,  Book  One." 

The  text  as  planned  is  for  the  Third,  Fourth,  and  Fifth  Grades.  As  a 
rule,  four  lessons  in  composition  and  one  in  grammar  or  language  are 
allowed  for  each  week's  Avork.  This  is  a  very  poor  arrangement,  for  several 
reasons. 

In  the  first  place,  the  order  is  wrong.  More  time,  in  the  beginning,  should 
be  given  to  learning  the  forms,  and  less  to  writing  compositions.  It  is 
clearly  impossible  for  a  child  to  combine  sentences  into  a  paragraph  until 
he  can  write  simple  senten^eff^vell.  He  must  know  how  to  spell  the  words, 
how  and  when  a  new  sentence  begins,  and  how  and  when  it  closes.  Manj^ 
of  the  careless  composition  habits  come  from  attempting  regular  compo- 
sition work  before  any  habits  in  formal  language  have  been  acquired. 

To  illustrate  from  the  text :  The  first  lesson  requires  the  pupil  to  combine 
into  a  composition  of  many  paragraphs,  sentences  involving  the  following 
language  forms,  some  of  which  have  not  become  habits  under  the  present 
methods  of  teaching  by  the  time  high  school  has  been  reached : 
A  capital  letter  for : 

The  beginning  of  a  sentence. 

The  names  of  people,  buildings,  dogs,  days  of  the  week,  races  of  people. 
For  a  title  (Dr.). 
A  period  for : 

Ending  of  a  declarative  sentence. 
Abbreviation. 
A  comma  for : 

Parts  of  a  compound  sentence  connected  by  and  and  hut. 
Series  of  words,  series  of  phrases. 
Non-restrictive  adjective  clause. 
Non-restrictive  word. 
A  semicolon : 

To  separate  the  parts  of  a  compound  sentence  in  which  commas  have 

been  used. 

To  be  sure,  this  is  only  a  model,  but  children  are  more  likely  to  write  long 

sentences  than  short  ones,  so  the  model  after  which  a  child  patterns  his  first 

composition  work  should  have  short,  simple  sentences.     The  style  at  first 

may  be  short  and  choppy,  but  it  is  much  easier  to  remedy  that  later  than 

(157) 


it  is  to  break  up  the  habit  of  writing  pages  and  pages  in  one  long  sentence, 
the  parts  of  which  are  connected  by  "ands"  and  "buts"  and  "thens." 

One  can  see  at  a  glance  that  the  work  of  the  previous  grades  has  in  no 
way  prepared  the  child  to  write  a  composition  after  this  model.  It  is  in 
this  principle  that  the  book  fails  completely.  The  author  has  not  realized 
that  a  language  form  must  have  become  a  habit  before  the  child  can  give 
his  attention  to  subject-matter.  Then,  too,  certain  other  matters,  such  as, 
heading  his  paper,  writing  the  title,  leaving  a  margin,  making  a  neat  looking 
page,  must  be  matters  of  habit  before  any  extensive  original  composition 
work  can  be  done  successfully. 

This  lesson  is  followed  by  three  very  much  like  it,  and  on  the  fifth  day, 
after  having  written  all  of  these  sentences,  the  children  are  given  a  defini- 
tion of  a  sentence  and  the  fact  that  a  sentence  begins  with  a  capital  letter. 
Have  they  been  writing  their  sentences  in  the  first  four  lessons  with  small 
letters?    If  not,  they  do  not  need  to  be  told  in  this  lesson  how  to  do  it. 

This  brings  us  face  to  face  with  another  fault — that  of  attempting  to 
teach  the  habit  of  Avriting  correct  language  forms  through  teaching  defini- 
tions and  rules. 

One  can  go  out  any  day  and  watch  a  carpenter  mark  out  and  fit  two 
boards  together  at  an  obtuse  angle,  but  the  carpenter  knows  no  definition 
for  an  obtuse  angle.  He  has  learned  to  do  the  thing,  and  that  is  what 
counts. 

A  little  girl  watches  her  mother  as  she  sits  sewing.  Soon  the  child,  too. 
wishes  to  sew,  but  her  mother  does  not  give  her  a  definition  of  sewing ;  but 
instead,  a  needle  and  thread,  and  the  little  girl  learns  to  sew  by  sewing. 

The  definition  habit  is  a  relic  of  the  times  when  examiners  were  sent  out 
to  find  out  how  much  the  children  knew.  Give  the  definition  for  this,  that, 
and  the  other  was  a  short,  easy  form  in  which  to  send  out  the  questions. 
Not  being  familiar  with  the  facts  of  the  case,  the  examiners  took  it  for 
granted  that,  if  a  child  knew  the  definition,  he  could  do  the  thing,  and  so 
our  text-books  have  taken  up  half  their  space  giving  definitions  and  rules 
to  learn,  hoping  that  the  child,  through  memorizing  them,  might  acquire 
the  habit  of  writing  correctly. 

Another  fault  must  be  noted — the  forms  in  common  use  are  not  given 
first,  nor  is  enough  drill  given  to  fix  these  forms,  before  others  are  begun. 

In  the  text  the  following  is  the  order  of  the  facts : 

1.  Definition  of  a  sentence,  its  beginning. 

2.  Definition  of  a  declarative  sentence,  its  ending. 

3.  How^  to  begin  the  first  word  of  a  line  of  poetry. 

4.  An  apostrophe  for  the  contraction  of  antkl,  never,  there  is. 

5.  A  comma  to  separate  a  clause,  out  of  its  natural  order,  from  the  rest 
of  the  sentence. 

6.  A  comma  to  separate  two  clauses  not  joined  by  and. 

7.  A  comma  to  separate  a  non-restrictive  participial  modifier  from  the 
rest  of  the  sentence. 

8.  A  comma  for  the  omission  of  a  word. 

9.  An  exclamation  point  after  two  expressions,  the  second  of  which  begins 
with  a  capital  letter. 

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10.  Periods  at  the  close  of  two  declarative  senteneas. 

The  facts  from  tliree  to  ten  occur  in  a  dictation  exercise.  The  children 
are  not  given  the  reasons  for  these  forms,  but  are  supposed  to  learn  them 
through  use.  It  is  not  the  method  in  this  case  which  is  criticised,  but  the 
giving  of  an  exercise  containing  forms  which  are  clearly  beyond  a  Third 
Grade  child's  comprehension  or  need. 

It  seems  quite  unnecessary  to  point  out  the  fact  tliat  the  number  of  forms 
from  the  al)0ve  list  actually  used  by  children  in  the  Third  Grade  is  very 
small.  Knowing  the  definition  of  a  sentence  will  not  help  them  to  remember 
to  begin  it  with  a  capital  letter,  neither  will  the  knowledge  of  the  definition 
of  a  declarative  sentence  give  them  the  habit  of  putting  a  period  at  the  end. 
They  are  certainly  not  writing  poetry  at  this  age,  nor  using  such  con- 
tractions as  'mid  or  ne'er.  These  uses  of  commas  are  not  all  mastered  by 
high  school  graduates,  and  exclanuitory  sentences  are  written  only  when 
demanded  by  the  teacher.  The  only  forms  then  actually  used  are  two — a 
capital  letter  at  the  beginning  of  a  sentence  and  a  period  at  the  close. 

So  much  for  the  first  three  lessons.  The  next  ones  are  no  better — defini- 
tion of  an  imperative  sentence,  its  ending;  definition  of  an  interrogative 
sentence,  its  ending;  capital  and  period  for  yes  and  no  when  used  alone  as 
answers  to  ciuestions,  and  followed  by  a  comma  when  used  with  other  words. 

Imperative  sentences  are  very  little  used,  if  at  all,  at  this  time ;  the  habit 
of  putting  a  question  mark  after  interrogative  sentences  can  not  be  acquired 
in  any  other  way  than  by  much  practice;  yes  and  no  are  little  iLsed  except 
when  dragged  into  dictation  exercises.  They  might  much  better  give  way 
at  present  to  fixing  good  sentence  habits. 

If  the  book  is  to  be  useful,  much  pruning,  re-arrangement,  and  additional 
drill  are  quite  necessary. 

"When  Part  II  of  the  text  is  reached,  or  by  the  beginning  of  the  Fourth 
Grade,  the  work  in  grammar  replaces  the  work  in  language  forms,  the 
author,  in  common  with  many  others,  feeling  that  the  reason  why  will  in 
some  way  or  other  help  in  the  actual  doing  of  the  thing. 

]\Iost  people  who  have  worked  thoughtfully  with  children  will  agree  that 
in  the  early  grades,  children  do  not  often  understand  the  reason  why  for 
language  forms,  but  if  told  this  reason,  will  commit  it  to  memory  in  very 
much  the  same  way  that  they  do  the  fact  itself.  Children  learn  how  to 
speak  correctly  before  they  know  anything  about  the  structure  of  the 
language;  they  can  also  acquire  the  habit  of  writing  correctly  without  the 
grammar  of  the  language.  If  the  stenographer  puts  the  apostrophe  in  its 
proper  place  when  she  is  writing  the  letter,  the  employer  will  not  ask  her  if 
she  knows  that  the  word  is  a  possessive  noun,  singular  number,  neuter  gen- 
der, and  used  as  an  adjective  in  the  sentence.  And  while  the  stenographer 
may  have  learned  all  this  in  her  early  school  days,  if  she  has  not  acquired 
the  habit  of  correct  use,  her  services  will  soon  be  dispensed  with. 

Because  the  grammar  lessons  are  neither  necessary  nor  practical,  at  this 
age  of  the  child,  in  gaining  correct  habits  of  written  language,  they  are 
omitted  from  this  handbook  and  other  work  suggested  in  their  places. 

To  sum  up,  there  are  three  faults  in  the  text:  First,  stress  is  put  upon 
composition  work  before  the  habit  is  acquired  of  writing  correct  language 

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forms ;  second,  an  attempt  is  made  to  teach  these  forms  through  the  teaching 
of  definitions  and  of  technical  grammar ;  and,  third,  there  is  an  utter  disre- 
gard of  the  principle  of  usefulness  in  teaching  certain  forms  first. 

With  these  aims  in  view, — the  formation  of  correct  language  habits  by 
actually  speaking  and  writing  the  forms,  giving  first  those  forms  that  are 
most  used,  and  applying  these  forms  in  the  composition  work, — the  follow- 
ing suggestions  and  substitutions  have  been  prepared  to  accompany 
"English  Lessons,  Book  One." 

This  book  can  not  be  begun  without  some  preparation.  If  the  work  sug- 
gested by  the  Bulletin  for  the  First  and  Second  Grades  has  been  well  done, 
the  children  will  be  able  to  take  up  th^jj  work  with  comparatively  no  diffi- 
culty. If  that  work  has  not  been  done  some  preparation  is  a  necessity. 
The  work  outlined  for  the  First  Grade  is  particularly  adapted  to  that  grade 
and  often  fails  in  the  Third,  but  may  be  given  to  a  Second.  It  is  suggested 
that  if  nothing  has  been  done  in  the  First  and  Second  the  work  be  begun 
in  the  Bulletin  with  that  outlined  for  the  High  First  and  Second  Grade. 
Omit  many  of  the  devices  for  action,  or  at  least  spend  verj^  little  time  on 
them.    Omit  also  some  of  the  stories. 

While  this  preparation  will  not  be  as  thorough  as  it  should  be,  at  the 
same  time  some  habits  must  be  acquired,  or  the  child  will  be  seriously 
handicapped  all  through  his  language  course. 

1.  Page  11. 

Exercises  1-4,  Bulletin,  p.  20;  and  "Second  time  over,"  p.  26. 
Exercise  I,  Text,  p.  11. 

Exercises  II,  III,  or  IV,  Text,  for  oral  work,  or  omit. 
Exercise, V,  Tgxt,  omit. 

Directions. — Copying  simple  sentences  that  make  up  a  paragraph  or  a 
story  is  a  good  exercise  to  aid  in  acquiring  the  habit  of  leaving  a  good 
straight  margin,  of  paragraph  indentation,  and  of  making  the  proper 
beginning  and  ending  of  a  sentence. 

If  used  for  this  purpose.  Lesson  I,  with  a  few  changes,  is  an  excellent 
exercise  to  follow  the  lessons  suggested  from  the  Bulletin. 

The  long  sentences  with  commas  should  be  broken  up.  Instead  of  the 
semicolon,  use  a  period  and  make  a  new  sentence. 

Lesson  I  may  also  be  used  as  a  composite  story — that  is,  a  story  made  up 
by  the  teacher  and  children  together.  At  the  same  time  may  be  taught  the 
proper  way  to  write  the  title  and  its  place  on  the  page,  also  the  indentation 
of  the  paragraph,  and  the  margin.     (See  Bulletin,  p.  25.) 

The  teacher  must  prepare  her  questions  carefully,  for  upon  her  questions 
depends  the  kind  of  sentences  the  children  give.  Some  child  in  the  class 
may  be  chosen  as  the  one  about  whom  the  description  will  be  written.  The 
teacher  asks  the  questions,  the  children  reply  in  complete  sentences.  The 
best  answer  is  written  on  the  board.    In  this  way  the  whole  story  is  obtained. 

The  questions  will  be  something  like  this :  What  is  your  full  name  ?  How 
old  are  you?  What  is  your  height?  How  much  do  j^ou  weigh ?  What  color 
is  your  hair?    What  color  are  your  eyes?     (Give  me  the  last  two  answers 

(ICO) 


in  one  sentence.)  What  game  do  you  enjoy  playing  more  than  any  other 
game?  Who  pkiys  with  you  on  Saturday  afternoon?  What  books  do  you 
like  to  read?    What  school  do  you  attend?     Etc. 

After  the  whole  story  is  on  the  board,  the  childreu  aiv  asked  to  copy  it. 

2.  Page  13. 

Exercises  1,  2,  3,  4.  Bulletin,  p.  27. 
Exercise  III,  Text,  p.  14. 

Exercises  I,  II,  IV,  Text,  as  oral  work,  or  omit. 
Exercise  V,  Text,  omit. 

Directions  for  Exercise  III. — Show  the  children  how  and  where  to  write 
the  title,  which  may  be  "Last  Thursday,"  or  any  day  you  choose.  Tell 
them  not  to  write  every  sentence  on  a  new  line,  but  to  make  one  paragrapli. 
If  they  have  not  learned  how  to  do  this,  as  they  probably  have  not,  from 
the  first  exercise,  have  the  questions  answered.  Write  them  on  the  board, 
so  the  children  can  see  how  it  is  done,  then  erase,  and  have  them  answer 
these  questions : 

Tell  where  you  went  last  week.  Who  went  with  you?  How  did  you  go? 
What  did  j-ou  take  with  you?  Tell  three  things  that  you  saw  there.  What 
did  you  hear  ?  What  did  you  do  ?  What  did  your  friend  do  ?  When  did 
you  come  home  ?     What  did  you  tell  your  mother  about  the  day  ? 

3.  Page  15. 
Exercises  1,  2,  3,  Bulletin,  p.  45. 

Exercises  II,  III,  Text,  p.  15,  as  oral  work,  or  omit. 
Exercises  IV  and  V,  Text,  omit. 

4.  Page  16. 
Exercises  1,  2,  3,  4,  5,  Bulletin,  p.  41. 
Exercise  I,  Text. 

Exercises  II,  III,  IV,  Text,  as  oral  work,  or  omit. 
Exercise  V,  Text,  omit. 

Directions  for  Exercise  I. — Have  the  children  answer  the  questions,  write 
the  answers  on  the  board  in  a  paragraph,  have  the  story  read  aloud,  under- 
line the  unfamiliar  words  and  have  them  studied,  then  erase  and  have  the 
children  write  the  answers  to  the  questions.  The  following  questions  are 
more  definite  than  those  of  the  book : 

On  what  day  does  your  mother  bake  bread?  Do  you  watch  her?  Does 
she  ever  call  you  and  send  you  for  yea^t  ?  How  much  money  does  she  give 
you  ?  Where  do  you  go  for  it  ?  When  you  bring  the  yeast  back,  what  does 
your  mother  do  with  it?  What  does  your  mother  get  first?  What  does 
she  put  into  the  flour?  When  does  she  put  in  the  yeast?  Does  she  put  in 
any  more  flour  after  she  has  put  in  the  yeast?  Where  does  she  set  it? 
What  makes  it  rise  ?  How  long  does  she  leave  it  ?  Into  how  many  loaves 
does  she  make  it  ?    What  does  she  bake  it  in  ?    Do  you  like  warm  bread  ? 

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5.  Page  18. 
Exercises  1,  2,  3,  4,  5,  6,  Bulletin,  p.  47. 
Exercises  I,  II,  III,  IV,  Text,  as  oral  work,  or  omit. 
Exercise  V,  Text.  omit. 

6.  Page  20. 

Exercises  7,  8,  9,  Bulletin,  p.  47. 

Exercises  I,  II,  III,  IV,  Text,  as  oral  work,  or  omit. 

Exercise  V,  Text,  omit. 

7.  Page  21. 

Exercises  1,  2,  3,  Bulletin,  p.  48. 

Exercises  I,  II,  III,  IV,  Text,  as  oral  work,  or  omit. 

Exercise  V,  Text,  omit. 

8.  Page  23. 

Exercises  1,  2,  3,  4,  Bulletin,  p.  49. 
Exercises  III,  IV,  Text,  as  oral  work,  or  omit. 
Exercises  IV  and  V,  Text,  omit. 

9.  Page  25. 

Exercises  5,  6,  7,  8,  Bulletin,  p.  49. 
Exercises  II,  IV,  Text,  as  oral  work,  or  omit. 
Exercises  I,  III,  V,  Text,  omit. 

10.  Page  27. 

Exercises  1,  2,  3,  4,  .5,  6,  7,  8,  Bulletin,  p.  50. 
Exercises  I,  II,  III,  IV,  V,  Text.  omit. 

11.  Page  30. 

Exercises  1,  2,  3,  4,  5,  6,  7,  8,  Bulletin,  p.  51. 
Exercises  I,  II,  III,  IV,  Text,  as  oral  work,  or  omit. 
Exercise  V,  Text,  omit. 

12.  Page  32. 
Exercises  1,  2,  Bulletin,  p.  47. 

Exercises  I,  II,  III.  IV,  Text,  as  oral  work,  or  omit. 
Exercise  V,  Text. 

13.  Page  34. 
Exercises  II  and  V.  p.  36,  and  V,  p.  39,  Text. 
Exercises  I,  III,  IV,  Text,  as  oral  work,  or  omit. 

14.  Page  37. 

Exercises  1,  2,  3,  Bulletin,  p.  52. 

Exercises  I,  II,  III,  IV,  Text,  as  oral  work,  or  omit. 

Exercise  V,  p.  40,  Text. 

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15.  Page  40. 

Exercises  1,  2,  3,  4,  5,  HuUetin,  p.  53. 
Exercises  I,  II,  III,  IV,  Text,  as  oral  work,  or  omit. 
Exercise  V,  Text,  has  been  given  nnder  14. 

16.  Page  42. 

Exercise  6,  Bulletin,  p.  53. 

Exercise  V,  Text,  p.  26. 

Exercise  III,  Text,  p.  28  (except  poetry). 

Exercises  I,  II,  III,  IV,  Text,  as  oral  work,  or  omit. 

Exercise  V,  Text,  omit. 

17.  Page  45. 

Exercises  1,  2,  3,  -t,  5,  6,  Bulletin,  p.  54. 
Exercises  I,  II,  III,  IV,  Text,  as  oral  work,  or  omit. 
Exercise  V,  Text,  omit. 

18.  Page  47. 

Exercises  1,  2,  3,  4,  Bulletin,  p.  55. 

Exercises  I,  II,  III,  IV,  Text,  as  oral  work,  or  omit. 

Exercise  V,  Text,  omit. 

19.  Page  51. 

Exercises  5,  6,  7,  Bulletin,  p.  55. 

Exercise  I,  Text,  p.  52. 

Exercises  I,  II,  III,  IV,  Text,  as  oral  work,  or  omit. 

Exercise  V,  Text,  omit. 

20.  Page  52. 
Omit. 

21.  Page  55. 

Exercises  1,  2,  3,  4,  5,  Bulletin,  p.  56. 
Exercises  I  and  II,  Text. 
Exercises  III,  IV,  V,  Text.  omit. 

22,  23.  Pages  57-59. 

Exercise  V,  p.  58,  and  V,  p.  61,  Text. 

Copy  the  story  in  Text,  p.  59,  for  practice  in  hyphens. 

Omit  all  other  exercises. 

24.  Page  61. 
Exercises  1,  2,  3.  4,  5,  6,  Bulletin,  p.  57. 
Exercises  I,  II,  III,  IV,  V,  Text,  omit. 

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25.  Page  63. 

Exercises  1,  2,  3.  p.  59,  and  1,  2,  3,  4,  p.  59.  Bulletin. 
Omit  all  exercises  from  Text. 


26,  27.  Pages  65-67. 

Exercises  1-10,  Bulletin,  p.  60. 
Omit  exercises  from  Text. 
Exercise  V,  p.  79,  Text. 

The  work  on  quotations  as  outlined  in  the  book  will  not  be  successful.  It 
is  not  definite  enough,  and  there  is  not  enough  given.  Use  instead  the  work 
of  the  Bulletin,  p.  68  to  p.  74.  The  story  of  "The  Fox  in  the  Well,"  Text, 
p.  67,  is  a  good  one,  if  simplified.  As  it  is,  the  expressions  are  too  difficult 
for  a  Third  Grade. 

This  work  will  take  about  three  weeks,  one  lesson  of  twenty  minutes  being 
given  each  day. 

Follow  this  with  Devices  for  Bevieiu,  p.  66,  which  will  take  about  three 
weeks  more. 

Text-lesson  V,  p.  71 ;  V,  p.  75 ;  V,  p.  77 ;  V,  p.  80,  will  make  another  week's 
work. 

Follow  this  with  the  exercises  on  "There  are"  and  "There  were"  from 
the  Bulletin,  p.  62,  and  conclude  with  the  general  review  from  the  Bulletin, 
p.  67  to  p.  68. 

Third  Grade  children  do  not  have  much  use  for  letter-writing,  but  they 
can  become  familiar  with  the  form  by  copying  notes. 

Put  on  the  blackboard  the  note  on  page  76  of  the  Text,  in  this  form : 

50  Broadway,  San  Francisco.  Cal. 
Nov.  20,  1902. 
Dear  Grandpa : 

School  closas  next  month,  and  then  I  shall  go  to  see  you. 
I  hope  the  cherries  will  not  all  be  gone  before  that  time. 
Your  grandson, 

George  Moore. 

Show  the  children  where  to  begin  the  heading.  The  street,  city,  and  state 
may  all  be  written  on  one  line.  Call  attention  to  the  fact  that  the  date  is 
not  written  directly  under  the  first  line,  but  to  the  right,  so  that  it  will  end 
very  near  the  name  of  the  state.  Call  attention  to  the  punctuation.  No 
reasons  need  be  given. 

Give  special  attention  to  the  margins  and  to  the  position  and  punctuation 
of  the  closing  of  the  letter.  Have  this  letter  copied,  correct  it,  and  return 
it  to  the  children  to  re-copy.  This  should  be  repeated  until  the  children 
learn  the  form  perfectly. 

Have  the  children  help  you  write  letters,  using  the  suggestions  in  exercise 
31,  Lesson  III ;  exercise  32,  Lessons  I,  II,  IV,  etc.  Put  in  the  heading, 
salutation,  and  closing  at  first,  and  have  them  copy  the  whole  letter.    After 

(1C4) 


they  become  more  familiar  with  the  form,  let  them  supply  tliese  themselves, 
simply  copying  the  boch-  of  the  letter. 

If  the  children  write  fairly  Avell,  exercise  34,  Lesson  II.  miuht  be  assigned 
without  any  help  from  tlie  teacher. 

PART  II. 

This  section  of  the  Ijook  deals  with  the  technical  work  in  grammar.  As 
was  said  in  the  introduction,  the  mistake  has  been  made  of  thinking  that 
the  habit  of  writing  and  speaking  correct  language  forms  may  be  acquired 
by  knowing  the  reasons  for  using  these  same  forms.  The  author  believes 
this  entirely  wrong.  She  also  feels  that  the  first  written  composition  work 
should  be  as  nearly  an  application  of  the  language  form  being  studied  at 
that  time  as  possible.  To  illustrate,  if  the  possessive  singular  were  the 
subject  for  the  week's  work,  then  the  composition  for  that  week  should 
contain  words  used  in  the  possessive  singular.  It  is  often  difficult  to  get 
suitable  subjects  that  will  contain  the  desired  form  and  not  too  many  other 
forms  which  have  not  yet  been  acquired. 

Part  II  does  not  attempt  to  carry  out  this  line  of  work.  It  also  spends 
too  much  time  on  the  application  of  language  forms,  which  is  composition, 
and  little  or  none  on  the  forms  themselves.  It  is  absurd  to  think  that  a 
Third  Grade  child  could  acquire  all  the  habits  of  writing  suggested  in  Part  I 
without  continual  review  during  the  following  j'ear,  in  fact,  during  the 
remainder  of  his  school  course. 

A  new  course  has  been  planned,  based  on  the  Bulletin,  with  such  exercises 
from  the  Text  as  seemed  feasible,  and  with  compositions  from  the  Text,  also, 
arranged  as  nearly  as  possible  to  apply  the  language  forms. 

Series  I. 

Exercises  on  Verbs  from  the  Bulletin,  p.  76. 

Follow  these  with  exercise  56,  Lesson  I,  Text ;  exercise  58,  Lesson  I ; 
exercise  60,  Lesson  I;  exercise  62,  Lesson  I;  exercise  64,  Lesson  I.  Treat 
these  lessons  in  the  same  way  as  those  of  the  Bulletin.  If  this  takes  too  long 
and  becomes  tiresome,  omit  for  a  time,  then  come  back  to  it  again. 

Series  II. 

Exercises  1,  2,  3.  4.  Bulletin,  p.  81. 
Lesson  V,  Text,  p.  39. 
Lesson  V.  Text,  p.  41. 
Lesson  lY,  Text,  p.  148. 
Lesson  II,  Text,  p.  113. 

Directions  for  Using  Lesson  I,  p.  91. — Have  the  children  write  the  answers 
two  abbreviations,  Mrs.  and  Dr.  Talk  the  lesson  over  with  the  children, 
having  them  give  the  woman  a  name.  Suggest  that  she  may  be  anxious  to 
catch  the  horse  to  go  for  the  doctor  (give  him  a  name)  for  her  little  girl 
who  is  ill.    Have  them  answer  the  questions  in  writing,  then  write  the  story. 

(165) 


Series  III. 

Exercises  1,  2,  3,  4,  5,  6,  7,  8,  Bulletin,  p.  81. 

Lesson  V,  Text,  p.  167. 

Lesson  I,  Text,  p.  100.     (Fill  in  blanks.) 

Lesson  I,  Text,  p.  91. 

Lesson  I,  Text,  p.  96. 

Lesson  I,  Text,  p.  98. 

Direction  for  Using  Lesson  I,  p.  91. — Have  the  chldren  write  the  answers 
to  the  questions,  then  change  their  sentences  to  the  plural  form.  Do  the 
same  with  Lesson  I,  p.  96,  and  Lesson  I,  p.  98. 

Series  IV. 

Exercises  for  Review,  Bulletin,  p.  82. 
Lesson  I,  Text,  p.  84. 

Directions  for  Using  Lesson  I. — 

The  Rabbit. 

As  this  is  the  first  purely  descriptive  lesson  that  the  children  have  had, 
it  will  be  better  for  the  teacher  to  use  it  as  a  composite  story.  After  the 
children  have  been  helped  with  a  few  of  these  lessons  they  will  be  able  to 
write  by  themselves,  following  the  directions  in  the  book,  especially  if  the 
lesson  is  discussed  orally  with  the  children  first. 

Tell  the  class  that  in  talking  about  the  size  of  an  animal  we  usually 
compare  it  with  some  other  animal  that  is  better  known.  ' '  We  will  compare 
the  rabbit  with  the  cat.  Who  can  tell  me  how  large  the  rabbit  is,  compared 
with  the  cat  ? ' '  The  children  will  give  various  answers.  Write  the  one  you 
like  best  on  the  board. 

"Now  we  will  talk  about  his  ears.  Are  they  large  or  small  when  com- 
pared with  the  ears  of  the  cat  ?  What  word  can  you  think  of  that  will  tell 
about  his  ears  better  than  large?  (Long.)  Look  at  the  ends  of  his  ears. 
What  word  tells  how  they  are  at  the  end?"  (Pointed.)  Write  these  two 
words  on  the  board  as  they  are  given.  Then  have  the  children  tell  about 
his  ears  in  one  sentence. 

"Feel  his  coat.  Tell  me  about  it.  What  color  is  it?  Tell  me  in  one 
sentence  about  his  coat." 

"Look  at  his  front  legs;  his  hind  legs.  Are  they  just  alike?  What  can 
you  say  of  his  front  legs  ?  his  hind  legs  ?  Tell  about  them  in  one  sentence. 
Let  us  use  while  instead  of  and  to  make  this  sentence  a  little  different  from 
the  other.    Who  can  give  me  the  new  sentence?" 

"Has  the  rabbit  a  tail?  Is  it  large  or  small?  Some  people  call  this  sort 
of  a  tail  '  dumpy. '  Give  me  a  sentence  about  his  tail  using  both  words  and 
beginning  with  his  tail." 

A  description  something  like  this  will  be  obtained : 

The  rabbit  is  about  the  size  of  a  cat.  His  ears  are  long  and  pointed.  His  coat  is 
white  and  soft.  The  front  legs  are  short,  while  the  hind  ones  are  long.  His  tail  is 
short  and  dumpy. 

(166) 


^^4  Of,  / 


iFi^ 

In  the  (lay  time  the  rabbit  stays  in  his  hole,  and  in  the  evening  comes  out  to  feed. 
They  sometimes  injure  plants  and  vegetables  by  eating  the  leaves*  They  kill  trees  too 
sometimes,  by  eating  too  deep  into  the  bark. 

We  like  rabbits  for  pets  because  they  are  kind  and  goutlo.  It  is  easy  to  get  food  for 
them,  also. 

After  this  story  has  beeu  written  upon  the  board,  have  it  read  through 
by  some  child,  then  dictate  it  to  the  class. 


Series  V. 

Exercises  1-12,  Bulletin,  p.  84. 
Lesson  III.  Text,  p.  110. 

Directions. — Make  this  a  lesson  in  which  their  shall  be  introduced  as 
many  times  as  possible.  Have  the  children  underline  it  when  it  is  used, 
and  count  the  number  of  times  it  is  properly  used.  Add  such  questions  as 
these : 

How  did  they  get  their  mother's  consent  to  go?  How  did  they  get  their 
lunch?  Where  did  they  put  it?  How  did  they  get  their  bait?  Where  did 
they  go?  How  did  they  anchor  their  boat?  Where  did  they  eat  their 
lunch  ?    What  did  they  tell  their  parents  about  the  day  ? 

Series  VI. 

Exercises  1,  2,  3,  4,  5,  6,  Bulletin,  p.  87. 
Lesson  I,  Text,  p.  107. 
Lesson  I,  Text,  p.  102. 

Series  VII. 

Exercises  1,  2.  3,  4,  Bulletin,  p.  87. 
Lesson  I,  Text.  p.  129. 
Lesson  I,  Text,  p.  144. 

Series  VIII. 

Exercises  1.  2,  3,  Bulletin,  p.  88. 
Lesson  I,  Text,  p.  102. 

Series  IX. 

Exercises  1,  2,  3,  4,  from  the  Bulletin,  p.  89. 
Lesson  I,  Text,  p.  86. 

Losing  "The  Squirrel"  as  the  subject,  develop  this  lesson  in  the  same  way 
as  the  one  on  "The  Rabbit."  Compare  him  in  size  with  the  ral)bit  instead 
of  the  cat,  also  compare  his  ears  with  those  of  the  rabbit's.  Write  the  story 
on  the  board,  sentence  by  sentence  as  before,  have  it  read,  then  erase  it,  and 
put  on  this  outline  and  have  the  children  write  from  it. 

(167) 


The 

Squirrel. 

size 

coat 

I. 

ears 

" 

liead 

body 

tail 

II. 

home 

III. 

food 

Series  X. 

Exercises  1-6,  Bulletin,  p.  90. 

Lesson  III,  Text,  p.  73  (first  four  sentences). 

Lesson  II,  Text,  p.  127. 

Series  XI. 

Exercises  1-5,  Bulletin,  p.  91. 
Lessons  I  and  II,  Text,  pp.  107-108. 

Series  XII. 

Special  Verbs,  Bulletin,  pp.  92-94. 
Lesson  I,  Text,  p.  141. 
Lesson  I,  Text,  p.  118. 

Series  XIII. 

Exercises  1-5,  Bulletin,  p.  95. 
Lesson  V,  Text,  p.  66. 

Series  XIV. 

Exercises.  Bulletin,  pp.  96-98. 

Series  XV. 

Exercises  1-8,  Bulletin,  p.  98. 

Lesson  V,  Text,  p.  170  (omitting  rules). 

Lesson  I,  Text,  p.  173  (dictate  sentences  only 

Lesson  I,  Text,  p.  174. 

Lesson  II,  Text.  p.  147. 

Series  XVI. 

Exercises  1-7,  Bulletin,  p.  99. 

Series  XVII. 

Test  Sentences.  Bulletin,  p.  102. 
Lesson  V,  Text.  p.  64. 
Lesson  I,  Text.  p.  126  (omit  reasons). 

(ICS) 


Letter  Writing. 

Children,  as  a  rule,  enjoy  the  hour  assigned  to  letter  writing,  especially 
if  they  know  what  they  are  to  write  about,  and  if  the  letters  are  actually 
given  to  and  read  by  some  member  of  the  class.  For  this  reason  it  is  better 
to  have  an  exercise  every  two  or  three  weeks,  rather  than  let  it  all  run  over 
until  the  end  of  the  year. 

Especially  interesting  lessons  can  be  made  from  advertisements  cut  from 
the  paper  and  brought  to  class  to  be  answered  by  the  children.  The  teacher 
and  class  together  should  answer  one,  then  the  children  copy  the  form. 
After  this  each  child  may  bring  and  answer  his  own. 

Sending  for  catalogues,  or  for  articles  advertised  in  magazines,  makes  an 
interesting  lesson. 

The  forms  and  exercises  suggested  in  the  Text  are  very  good. 

PART  III. 

The  work  in  grammar  is  continued,  but  as  all  this  work,  as  well  as  that 
of  the  previous  grade,  is  given,  and  in  a  much  better  way,  in  "English 
Lessons.  Book  Two."  there  is  no  use  wasting  the  child's  time  doing  it  here. 

For  commercial  purposes,  it  may  have  been  better  to  add  the  grammar  to 
both  parts,  but  for  the  purpose  of  teaching  language  it  is  a  failure. 

The  stories  in  Part  III  appeal  especially  well  to  children,  but  the  lessons 
on  grain,  the  orange,  the  lemon,  the  watch,  and  the  peanut  proved  so 
uninteresting  that  they  are  better  omitted. 

The  stories  to  be  finished  are  good,  the  suggestions  for  the  Indian  stories 
proved  most  interesting  of  all,  and  the  pictures  evoked  as  much  interest  as 
pictures  do  for  a  Fifth  Grade. 


(100) 


HANDBOOK  TO  STATE  SERIES  TEXT-BOOK  TWO. 


This  book  is  almost  entirely  given  over  to  the  teaching  of  grammar,  with 
some  little  drill  in  usage  tacked  on  here  and  there. 

As  has  been  said  in  the  introduction,  the  author  believes  that  knowledge 
of  the  reason  for  an}-  usage  does  not  imply  that  the  hahit  of  usage  will  be 
attained.  The  aim  of  this  Bulletin  is  to  make  habits  of  certain  common 
language  fornxs.    Book  Two  offers  very  little  help  toward  this  goal. 

In  the  Text,  the  few  usage  drills  follow  immediately  the  grammatical 
reason,  making  the  order  in  which  the  topics  are  taken  up  very  undesirable 
from  the  point  of  view  of  language  teaching.  The  order  of  presentation 
should  he  the  order  in  which  the  pupils  use  the  topics. 

In  the  Appendix  to  this  Bulletin,  the  author  has  selected  from  the  State 
Text  the  available  material,  and  has  indicated  with  which  lesson  from  the 
Bulletin  it  can  be  used  to  the  best  advantage. 

The  State  Text  has  no  reviews  worthy  of  the  name.  Many  are  in  forms 
of  questions  such  as,  "Why  should  the  plural  of  enemy  and  chimney  be 
differently  formed?"  Isn't  the  important  thing  to  know  the  plurals  of 
enemy  and  chimney?  "Give  the  rule  for  the  possessive  case  of  nouns. 
What  is  the  rule  for  the  use  of  shall  and  will?"  Even  if  the  children  could 
give  correct  replies  to  these  questions,  there  is  little  likelihood  that  they 
could  apply  their  answers  to  written  work. 

Very  few  of  the  paragraphs  under  the  title  of  composition  can  be  used 
for  dictation  exercises.  They  are  in  most  cases  extracts  from  masterpieces 
for  adult  reading.  The  sentences  are  so  long  and  involved  that  the  children 
lose  all  thought  of  correct  form  in  their  attempt  to  get  the  words  written. 

All  suitable  review  exercises  and  paragraphs  for  dictation  are  here 
assigned  for  use  after  the  completion  of  a  topic  in  the  Bulletin.  Directions 
are  given,  as  the  Text  uses  technical  terms  in  explaining.  It  will  be  easier 
for  the  teacher  to  give  new  directions  than  to  try  to  tell  what  the  gram- 
matical references  mean. 

Fifth  Grade. 
Capitals. 

Bulletin,  pp.  120-122. 

State  Text,  p.  95,  sentences  4-11. 

Dictate,  or  put  the  sentences  on  the  l)oard  without  the  capitals  and  have 
the  children  write  them  correctly. 

Paragraphs  for    dictation. 

Text,  page  226,  No.  2  may  be  used  for  dictation.  No.  3  on  the  same  page 
may  be  used  if  rewritten.  As  it  is,  the  sentences  are  too  long,  and  not 
enough  different  language  forms  are  introduced  to  make  it  worth  while. 

(170) 


Sixth  Grade. 

Possessivcs. 

Bulletin,  pp.  122-124. 

State  Text,  p.  123. 

Have  the  phrases  made  into  sentences.  Show  what  is  meant  by  Exercise  II, 
p.  124.  Omit  sentences  8,  9,  10,  11,  16.  Exercise  IV  is  a  good  one.  Have 
the  phrases  made  into  sentences. 

Quotaliuns. 

Bulletin,  pp.  126-128. 

State  Text,  p.  91.  The  sentences  may  be  copied  if  the  children  are  weak 
in  their  primary  work,  or  they  may  be  put  on  the  board  without  the 
punctuation  marks.  Give  out  paper  and  have  the  sentences  correctly 
written.  The  Exercise  at  the  top  of  page  252  is  good.  Use  the  first 
sentence  to  show  the  children  what  to  do. 

Special  V&rhs. 

Bulletin,  pp.  129-133. 

State  Series  Text,  pp.  147-149. 

Omit  Exercise  I.     Follow  the  directions  given  for  the  other  exercises. 

Paragraphs  for  dictation. 
Bulletin,  p.  122. 
State  Series  Text,  p.  235,  Exercise  I. 

Seventh  Grade. 

Commas  in  a  Series. 
Bulletin,  p.  135. 
State  Text,  pp.  290-291. 

Commas  m  Apposition. 

Bulletin,  p.  135. 

State  Text,  p.  21,  sentences  11-15. 

State  Text,  p.  284,  sentences  1-8. 

Do  not  try  to  distinguish  between  restrictive  and  non-restrictive  expres- 
sions, parenthetical  or  appositive.  The  children  will  only  have  to  forget  it 
later.  Teach  them  to  punctuate  by  having  them  write  sentences  and  punc- 
tuate them. 

Capitals. 

Bulletin,  p.  139. 

State  Text,  p.  8,  sentences  1,  2 ;  p.  13,  sentences  3,  7 ;  p.  18,  sentences  1,  12  .- 
p.  21,  sentences  12-16;  p.  23,  sentence  31;  p.  57,  sentences  6,  7;  p.  65, 
sentence  9 ;  p.  77,  sentence  16 ;  p.  80,  sentence  6 ;  p.  88,  sentences  2-5 ;  p.  120, 
sentences  1,  6,  9 ;  p.  121,  sentences  1-3,  8,  9 ;  p.  154,  sentences  7,  9,  22,  23. 

These  sentences  contain  capital  letters.  Use  them  for  review  or  to  give 
extra  drill. 

Paragraphs  for  dictation. 
Bulletin,  p.  136. 
Text.  pp.  143,  263,  265,  278. 

(171) 

12— BUL.  9 


Text,  page  238  contains  some  good  work  in  contractions.  Many  of  the 
sentences  are  too  long.  Rewrite,  making  all  the  sentences  as  simple  as 
possible,  before  dictating  to  the  class. 

Eighth  Grade. 

Possessives. 

Bulletin,  p.  145. 

State  Text,  p.  123. 

Sentences  4,  5,  6,  9,  11,  12  are  good  illustrations.  Use  sentences  8,  9,  10, 
11,  16,  page  124.  as  directed  in  the  Text.  Have  sentences  made  from  the 
group  of  words  under  Exercise  III,  page  124,  or  put  the  words  on  the  board 
without  the  possessive  sign,  and  have  them  written  correctly  in  sentences. 

Correction  of  Errors. 

Bulletin,  p.  148. 

State  Text,  p.  158-164. 

The  children  may  use  the  text,  selecting  the  proper  words  and  writing 
the  sentences.  The  same  sentences  may  be  placed  incorrectly  upon  the 
board  and  rewritten  correctly  by  the  children. 

Adjectives  for  Adverhs. 
Bulletin,  p.  150. 
State  Text,  p.  210,  Exercise  III. 
Use  according  to  directions  in  the  Bulletin,  p.  150. 

Paragraphs  for  dictation. 
Bulletin,  p.  143. 
State  Text,  pp.  263,  265. 


(t712) 


INDEX. 


THE  BEl'EREXCES  ABE  TO  PAGES. 

Abbrevlatious,  t>l',  HI,  130. 

Am  not.  32. 

Appendix,  155. 

Books,  95. 

Capitals,  26,  47-49,  88,  95,  120-122,  139. 

Commas,  in  series,  134 ;  in  apposition,  135. 

Contractions.  18,  32-34,  53,  136. 

Correction  of  errors,  106-109,  148-152. 

Daily  drills,  5,  24,  44,  75,  76,  105. 

Dates,  51,  136. 

Doesn't,  don't,  IS. 

Devices  for  review,  7,  8,  9,  11,  13,  IS,  19,  27,  30,  43,  45,  50,  55,  59,  64,  66.  68,  82,  87,  89, 

91,  94,  99,  101,  102,  108,  113,  115.  116,  117,  119,   120,  122,  125.  ]28,  133.   134, 

136-138,  141,  144,  146,  152-154. 
Eighth  Grade  Work,  143-154. 
First  Grade  Work,  5. 
Fifth  Grade  Work,  105. 
Fourth  Grade  Work,  75. 
Grading,  105. 

Handbook  to  State  Series  Text,  Book  One,  157-169. 
Handbook  to  State  Series  Text,  Book  Two,  170-172. 
High  First  or  Second  Grade,  24. 
I  have  no,  17. 
It  is  I— It  was  I,  16,  31. 
Learn,  93. 

Lie— lay,  60,  92,  129. 
List  of  Verbs,  30. 
Margin,  25. 
May  I,  40. 

Paragraphs  for  dictation,  30,  43,  46,  73,  78,  118,  125,  138,  139,  140-147. 
Possessives,  98,  122,  145. 
Present  Tense,  41. 
Questions,  37. 

Quotations,  68,  90,  126.  143. 
Rise — raise,  131. 
Second  Grade  Work,  24. 
Sentence,  20,  26. 
Seventh  Grade  Work,  133-143. 
Sit— set,  59,  93,  130. 
Singular  and  plural.  35,  36,  81. 

(173) 


Sixth  Grade  Work,  119-133. 

Special  Verbs,  56,  59,  60,  92,  93,  129-133. 

Stories.  6.  7,  8,  9,  10,  11,  12,  14,  16,  19,  31,  39,  40,  46,  48,  49.  .52,  54,  .58,  61,  62.  63,  64. 

65,  70,  71,  72,  73,  74,  77-80,  84,  85,  86,  89,  91,  92,  101,  109,  118,  119,  125,  135,  1.38, 

139,  140,  143,  147,  148. 
Teach,  56. 

Test  sentences,  43,  71,  83,  89,  102,  113,  122,  125,  127,  134,  i;?(;,  138,  l.'ii),  141,  112,  152. 
Their,  84,  112,  113. 
There  are— were,  21-22,  34,  62. 
There  is— was,  23,  35,  63. 
That— those,  18,  87. 
Then — than,  117. 
This— these,  18. 
Third  Grade  Work,  44. 
Time  of  day,  57.  .58. 
Too.  54,  110,  113. 
Two,  41,  46,  110,  113. 
Verbs,  6-16,  28-30,  45,  76. 
Written  Work,  first,  24. 


(171; 


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